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The Impact of Entrepreneurship Education in Higher Education: A Systematic Review and Research Agenda
Abstract
Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Reconfirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.
... Studies on entrepreneurship in universities have predominantly focused on the methods, outcomes, and impacts of entrepreneurship education (Neck & Corbett, 2018;Nabi et al., 2017;Neck & Greene, 2011;Charney & Libecap, 2000), often portraying it as a catalyst for entrepreneurial outcomes. The literature highlights efforts to evaluate the effectiveness of entrepreneurship education, particularly through the analysis of the methods and practices employed (Neck & Corbett, 2018;Neck & Greene, 2011). ...
... Furthermore, Nabi et al. (2017) observed that research on the impact of entrepreneurship education on higher education still focuses on short-term and subjective measures, as they tend to describe the current pedagogies used and assessed inappropriately. The authors suggest promising research directions, such as exploring new impact indicators related to entrepreneurial emotion and mindset, transitioning from entrepreneurial intention to entrepreneurial behavior, and investigating contextual reasons for contradictory outcomes, such as prior exposure to entrepreneurship, cultural context, individual factors, and pedagogical model. ...
... Individual. The entrepreneurial process begins at the individual level (students, professors, scientists) and involves understanding motivations, beliefs, background, repertoire, and context, as well as previous experience with entrepreneurship (Audretsch & Belitski, 2022;Maritz, 2017;Nabi et al., 2017). ...
Entrepreneurship education has drawn the attention of many researchers, who aim to better understand and explain the phenomenon in universities and their innovation ecosystems. Although the research field of entrepreneurship education has advanced, there are still many aspects to be explored, such as the outcomes from university initiatives, evaluating the effectiveness of teaching and learning methods and practices, access and results of Entrepreneurship Support, development of the entrepreneurial ecosystem, professor qualification, classroom and experimental learning, and students’ view. This paper brings a new perspective, both for research and management of entrepreneurial initiatives, showing the need for a more holistic and integrated view of entrepreneurship education with other areas, such as entrepreneurship support at the university, entrepreneurship ecosystem, and the entrepreneurial process. From an extensive literature review, we suggest a theoretical framework for research on entrepreneurship education and entrepreneurial university.
Keywords:
entrepreneurship education; entrepreneurial university; entrepreneurial process; entrepreneurial ecosystem; innovation ecosystem
... Estudos sobre empreendedorismo em universidades têm enfatizado os resultados e impactos do ensino de empreendedorismo (Charney & Libecap, 2000;Nabi et al., 2017;), frequentemente retratando-a como um catalisador para resultados também empreendedores. Embora mapear o ecossistema empreendedor, reconhecer a relevância do contexto regional (Isenberg, 2011) e apoiar o empreendedorismo acadêmico (Spigel, 2017) sejam essenciais para uma compreensão mais profunda do ensino de empreendedorismo, há poucas teorias explicando -e artigos explorando -a integração de diferentes campos na análise do processo de geração de resultados empreendedores. ...
... Estudos sobre empreendedorismo em universidades têm se concentrado predominantemente nos métodos, resultados e impactos do ensino de empreendedorismo (Neck & Corbett, 2018;Nabi et al., 2017;Neck & Greene, 2011;Charney & Libecap, 2000), frequentemente retratando-a como um catalisador para resultados empreendedores. A literatura destaca esforços para medir o impacto dessa formação, observando métodos e práticas adotados (Neck & Corbett, 2018;Neck & Greene, 2011). ...
... Além disso, Nabi et al. (2017) observaram que a pesquisa sobre o impacto da EE no ensino superior ainda se concentra em medidas subjetivas e de curto prazo, pois tendem a descrever de forma inadequada as atuais pedagogias utilizadas e avaliadas. Os autores sugerem direções de pesquisa promissoras, tais como a exploração de novos indicadores de impacto relacionados à emoção e à mentalidade empreendedora, a transição da intenção empreendedora para o comportamento empreendedor e a pesquisa de razões contextuais para resultados contraditórios, como exposição prévia ao empreendedorismo, contexto cultural, fatores individuais e modelo pedagógico. ...
Entrepreneurship education has drawn the attention of many researchers, who aim to better understand and explain the phenomenon in universities and their innovation ecosystems. Although the research field of entrepreneurship education has advanced, there are still many aspects to be explored, such as the outcomes from university initiatives, evaluating the effectiveness of teaching and learning methods and practices, access and results of Entrepreneurship Support, development of the entrepreneurial ecosystem, professor qualification, classroom and experimental learning, and students’ view. This paper brings a new perspective, both for research and management of entrepreneurial initiatives, showing the need for a more holistic and integrated view of entrepreneurship education with other areas, such as entrepreneurship support at the university, entrepreneurship ecosystem, and the entrepreneurial process. From an extensive literature review, we suggest a theoretical framework for research on entrepreneurship education and entrepreneurial university.
Keywords:
entrepreneurship education; entrepreneurial university; entrepreneurial process; entrepreneurial ecosystem; innovation ecosystem
... Our second major contribution, based on the virtue of our perspective, is how we capture EE-we do so as a multidimensional influence rather than as a one-shot treatment. Because starting an ME entails buy-in at a non-trivial scale that requires entrepreneurs to prove a wide range of skills (Lazear, 2004(Lazear, , 2005 and because most entrepreneurs wait a significant time to start a venture after receiving training (e.g., Lange et al., 2014) and most entrepreneurs who receive EE training take more than one course (Nabi et al., 2017) and those courses can differ greatly by quality and method (Rideout & Gray, 2013) and some of the outcomes of EE training lie beyond the skills taught (e.g., such as provided by networking- Eesley & Lee, 2021), our assessment of EE spans several measures. The third contribution, relating to the first, involves the number of controls we have in our analysis to identify the marginal effects of the EE factors. ...
... Such concerns are based not only on methodological issues but also due to the focus of most studies on short-term, subjective impact measures such as intentions and start-up activities rather than on long-term measures such as firm performance. From reviews of the literature, a call has arisen for future research to address that gap in focus (e.g., Garavan & O'Cinneide, 1994;Henry et al., 2005;Nabi et al., 2017;Pittaway & Cope, 2007). Here, we attempt to answer that call with a focus on the performance of MEs-MEs being the firms of most interest to policymakers because they start off with a positive employment impact and because they grow more than SEs. ...
... To the second question of EE's necessity for entrepreneurial success, existing evidence points to possible sufficiency as the best case. The review of 159 published articles from 2004 to 2016 indicated that EE has at least a short-term positive impact on select success measures (although most of those articles involve greatly under-described EE pedagogies and severely limited controls for selection effects-by Nabi et al., 2017). An earlier metaanalysis, based on 42 independent samples (N > 16,000), found that EE was significantly and positively related to entrepreneurship outcomes, with a correlation above 0.15 (Martin et al., 2013). ...
We explore the question of whether entrepreneurial education matters for medium-sized venture performance. We do so to better understand the conflicting evidence indicating that, while such education appears to have significant positive micro-level effects, it has no significant macro-level effects. The growing investment in entrepreneurial education has increased intentions and start-up rates in treatment effects studies but has yet to make an impact on national start-up or survival rates. To address the contradiction, we apply a different empirical approach—one based on the capabilities view—where we survey venture entrepreneurs about their firm’s performance and their education in order to determine whether their skills-enhancing entrepreneurial training is or is not a key driver of success. We find that while that training significantly increases their confidence, when taken as a whole—as a multidimensional measure—that entrepreneurial education does not significantly influence venture performance. We discuss the implications for research, policy, and education.
... This number reveals relatively slow growth, despite longstanding calls for more literature reviews (Bilimoria & Fukami, 2010;Billsberry, 2012;Rynes & Brown, 2011). Moreover, while topics such as entrepreneurship education have been the focus of more than one review (e.g., B echard & Gr egoire, 2005;Nabi, Liñ an, Fayolle, Krueger & Walmsley, 2017), several themes and questions remain open to be reviewed. ...
... They offer a path to integrate and potentially renew old conversations (Elsbach & van Knippenberg, 2020;Hardy & Tolhurst, 2014). They can also inaugurate and promote new conversations that set the tone for the research within a particular area of study (Alvesson & Sandberg, 2020;Nabi et al., 2017). Moreover, literature reviews can be valuable not only for academics but also for practitioners, as they support critical thinking and evidence-based education (Kepes, Bennett & McDaniel, 2014 (Cohen & Billsberry, 2013;Goodman, Gary & Wood, 2014). ...
... For instance, review papers may take stock of a conversation that is central to the field and has taken place in several MLE journals (e.g., Dodd, Graves & Hentzen, 2022;Loyd, Kern & Thompson, 2005;Rubin & Dierdorff, 2013). They may problematize existing research assumptions and approaches to open novel areas of inquiry (Alvesson & Sandberg, 2020;Patriotta, 2020), and they may review the research outside of the MLE domain and explore its implications for MLE research (e.g., Hardy & Tolhurst, 2014;Nabi et al., 2017;Yamazaki & Kayes, 2004). Whatever their focus, we expect literature reviews at AMLE to include three key elements: promise, perspective, and prospects. ...
... Educating aspiring entrepreneurs increases their familiarity with entrepreneurship and their intention to become entrepreneurs (Fayolle & Gailly, 2015;Martin et al., 2013;Autio et al., 2001). As part of education, knowledge is transferred; challenges and processes of entrepreneurship are communicated; and competencies, goals, skills, career choices, behaviors, performance, and ways of action are developed (Nabi et al., 2017;Vodă & Florea, 2019). Based on the above, entrepreneurship education appears to enhance students' entrepreneurial intentions (Maresch et al., 2016). ...
... Entrepreneurship education fosters teamwork (through the formation of a new circle of entrepreneurial friends). During the educational process, subjective norms affect participants' social environments and may even encourage and support their entrepreneurial intentions (Souitaris et al., 2007;Mustofa et al., 2018;Entrialgo & Iglesias, 2016;Nabi et al., 2017). Several methods are used to teach entrepreneurship, such as group work and teamwork (created by forming a new circle of entrepreneurs), leading to an increase in students' entrepreneurial intentions influenced by friends' opinions (Souitaris et al., 2007;Mustofa et al., 2018;Entrialgo & Iglesias, 2016;Nabi et al., 2017). ...
... During the educational process, subjective norms affect participants' social environments and may even encourage and support their entrepreneurial intentions (Souitaris et al., 2007;Mustofa et al., 2018;Entrialgo & Iglesias, 2016;Nabi et al., 2017). Several methods are used to teach entrepreneurship, such as group work and teamwork (created by forming a new circle of entrepreneurs), leading to an increase in students' entrepreneurial intentions influenced by friends' opinions (Souitaris et al., 2007;Mustofa et al., 2018;Entrialgo & Iglesias, 2016;Nabi et al., 2017). Entrepreneurship education affects subjective norms and entrepreneurial intentions. ...
This paper addresses a research gap by examining how two groups of individuals with different personality traits (more entrepreneurial personalities versus less entrepreneurial personalities) react to changes in entrepreneurial intention after attending an entrepreneurship course. A key aspect of this study lies in its application of MEMORE; this tool was crucial in determining whether changes in entrepreneurial intention were driven by changes in the factors of the Theory of Planned Behavior (TPB) in each group of individuals. The survey employed a pre-test–post-test questionnaire design distributed before and after a university-level entrepreneurship course. The results indicated that individuals with more entrepreneurial personalities (characterized by high openness, conscientiousness, and extraversion and low neuroticism and risk aversion) had higher levels of entrepreneurial intention, attitude, subjective norms, and perceived behavioral control compared to less entrepreneurial personalities. After the course, more entrepreneurial personalities reported higher entrepreneurial intentions and perceived behavioral control. MEMORE indicated that changes in perceived behavioral control affected the increase in entrepreneurial intentions. Less entrepreneurial personalities demonstrated a decline in entrepreneurial intention but a positive change in perceived behavioral control; this change did not affect the decline in entrepreneurial intentions. This study provides essential insights into an underexplored area, advancing knowledge in this field.
... Studies have reported a multitude of competing and often disappointing outcomes, including positive, negative, and even curvilinear effects when exploring the relationship between entrepreneurship education and entrepreneurial intentions. For example, some research finds that entrepreneurship education positively influences intentions by enhancing self-efficacy, and entrepreneurial mindset, encouraging students to pursue entrepreneurial paths (Rauch & Hulsink, 2015;Simba et al., 2024;Nabi et al., 2017;Vanevenhoven & Liguori, 2013). However, other studies report negative effects, suggesting that exposure to entrepreneurship may lead some students to recognize the difficulties and risks involved, dampening their entrepreneurial intentions (Lyons & Zhang, 2017;Brüne & Lutz, 2020;Ripollés & Blesa, 2023). ...
... Consequently, pedagogy may vary students' intentions after exposure to entrepreneurship education. The role of experiential pedagogical approaches in entrepreneurship education and its link to innovative outcomes is especially under-explored (Nabi et al., 2017;Dakung et al., 2017;Udeozor & Smith, 2020). Experiential pedagogy involves teaching practices, both within and outside the classroom, that engage students in active learning through action and reflection (Udeozor, 2020). ...
... Our aim is to investigate the impacts of compulsory entrepreneurship education in both public and private universities and unravel the influence of experiential pedagogy on students' intention to innovate-the motivation to exploit new entrepreneurial opportunities (Mayhew et al., 2012)-and entrepreneurial intention. Impact indicators such as intention to innovate can provide new insights that advance the conversation on the impact of entrepreneurship education (Nabi et al., 2017). Therefore, it is essential to study the intention to innovate as an additional impact indicator for assessing the impact of compulsory entrepreneurship education courses. ...
The growing interest in entrepreneurship education has sparked a debate about how pedagogy can support an intention to innovate. Drawing on the theory of planned behavior, we examine the links between experiential pedagogy, students’ intention to innovate, and entrepreneurial intent. Using structural equation modeling on a survey of 361 students of compulsory entrepreneurship education across public and private universities in a developing economy, we find that compulsory entrepreneurship education alone has minimal impact on entrepreneurial intent and innovation intention. However, engaged faculty and out-of-class experiences, both elements of experiential pedagogy, positively influence attitudes and behavior toward entrepreneurship, regardless of university type. Out-of-class experiences notably boost innovation intentions, mediated by behavioral control. Our findings contribute to entrepreneurship education scholarship by highlighting the efficacy of experiential pedagogy in resource-constrained environments and informing the optimization of entrepreneurship education strategies in developing economies.
... Teaching models are forms of organization that address specific pedagogical goals, shape learning styles, learning approaches and outcomes Gr� egoire, 2005, 2007). Nabi et al. (2017) find positive impacts of all teaching models on subjective and short-term indicators (e.g. entrepreneurial intention), and highlight potential for positive impact of competence and demand-competence teaching models, emphasizing experiential learning and real-life problem-solving, on long-term behavioral indicators. ...
... Limited research tentatively indicates some positive long-term entrepreneurship outcomes such as start-ups (Vincett and Farlow, 2008), performance (Gilbert, 2012) and career choice (Lyons and Zhang, 2018). Nabi et al. (2017) highlight a research gap, calling for direct comparisons of teaching models' impacts on long-term entrepreneurship indicators. Another research gap is the specific focus on EEPs and courses in previous studies, which overlooks the potential impact of competence teaching models on NVC across all higher education (HE) programs. ...
... These models align with the shift from transmission-based to constructivist EE approaches, as well as the evolution from models that focus on teaching about entrepreneurship, to later models that teach for, and through, entrepreneurship (H€ agg and Gabrielsson, 2020;Schultz, 2022) Given entrepreneurial skills' multidimensional nature -encompassing knowledge, attitudes, motivation and practical capacities (Hahn et al., 2017), all five teaching models may contribute to shape students into potential entrepreneurs. B� echard and Gr� egoire (2005) caution that no model is inherently superior, though Nabi et al. (2017) suggest that competence and demand-competence models show promise for long-term effects. ...
Purpose
Teaching models in higher education entrepreneurship programs affect students’ entrepreneurial intentions. Yet evidence related to their effects on long-term venture creation remains limited. Past research on the effects of teaching models on entrepreneurship has focused narrowly on entrepreneurship education programs. The present study moves beyond this past narrow focus to study teaching model effects on new venture creation across a broad array of higher education programs.
Design/methodology/approach
We assess the effects of teaching models on new venture creation across 35 educational programs (entrepreneurship and other business programs) at a large Danish business school, tracing venture creation data for 5 years after graduation ( N = 4,717).
Findings
Competence-based teaching models positively impact graduates’ long-term new venture creation across all programs, with no differences between entrepreneurship vs other types of programs.
Research limitations/implications
These findings carry implications for both education and entrepreneurship research, as well as policymakers and educators, by pointing toward ways of impacting postgraduate business venturing through teaching model reforms extending beyond entrepreneurship education.
Originality/value
For the first time, we find effects of competence teaching models on postgraduation new venture creation across a broad array of business administration programs. The results are novel in documenting that teaching models generally impact venture creation in the long term, and that this occurs regardless of whether the program content centers on entrepreneurship or on other business administration content.
... (Neck and Corbett, 2018;) researchers are becoming increasingly interested in entrepreneurship education (EE), and a number of students are vehemently arguing for its legitimate inquiry. (Nabi et al., 2017) This demand is particularly noticed when considering upper level education with the term "student entrepreneur ". The phrase "student entrepreneur" was recently introduced by (Hägg and Kurczewska, 2022) that defines a student entrepreneur as an emerging adult, we encounter in higher education and possesses only a beginner level understanding of entrepreneurship and frequently lacks pertinent business experiences". ...
... The phrase "student entrepreneur" was recently introduced by (Hägg and Kurczewska, 2022) that defines a student entrepreneur as an emerging adult, we encounter in higher education and possesses only a beginner level understanding of entrepreneurship and frequently lacks pertinent business experiences". This is especially true when considering higher education and the "student entrepreneur" (Nabi et al., 2017). (Hägg and Kurczewska, 2022) recently introduced the term "student entrepreneur" to describe "the emerging adult who, on average, we encounter in higher education and who possesses only rudimentary understanding of entrepreneurship and frequently lacks pertinent business experiences." ...
... This relationship was found to be regulated by culture and a high socialistic culture strengthens the influence of entrepreneurial education on students. (Nabi et al., 2017) discovered that the majority of research included in their analysis asserted that an entrepreneurial education program had a positive effect on qualitative and quantitative impact factors, and entrepreneurial intentions found to be the most prevalent factor. (Shabbir et al ., 2022) determined in their systematic literature review paper that the entrepreneurial intentions are primarily related to entrepreneurial learning, practice and innovation are the most researched topics with the highest number of published papers. ...
Entrepreneurship has been viewed as a key contributor to generating new jobs and an economic catalyst in a country. It creates a sense of independence and a financially strong mindset among graduates who become self-employed, which contributes to the financial growth of the nation. Research studies in existence explain that entrepreneurial action is based on entrepreneurial intention, which is primarily driven by goal-oriented conduct of an individual. However, the question that still remains unanswered is that what links the transmission of intention into entrepreneurial behavior has not been studied in abundance. Thus, it is imperative to identify those factors that significantly impact the entrepreneurial intention of student entrepreneurs who have attained the minimum post- secondary level of education. This research aims to study the impact of entrepreneurial education on entrepreneurial intentions, which leads to entrepreneurial action. We attempt to examine the factors that affect intention, such as financial, motivational, and psychological, among students. This paper is descriptive in nature, and the data collected is secondary in the form of reviews and suggestions. Entrepreneurial intentions lead to entrepreneurial behavior. Hence, entrepreneurship educationalists will reap benefits from intention based behavioral research in entrepreneurship. The paper concludes with the identification of factors playing a vital role in entrepreneurial actions. The authors provide input for practical implications and directions for future research.
... academia plays a compelling role in fostering entrepreneurial activity and critical skills through training and entrepreneurship education programs (Baker & nelson, 2005;hsu & pivec, 2021;ucbasaran et al., 2001). Even though the relevance of entrepreneurship education has grown in recent research (carpenter & Wilson, 2022;nabi et al., 2017), debate persists about its impact on individuals and society (Kuratko & Morris, 2018). ...
... Moreover, the weak association between atE and Ei suggests that fostering positive attitudes alone may not translate into increased entrepreneurial activity among MBa graduates. MBa programs and the entrepreneurial ecosystem should focus on providing practical skills, knowledge, and resources that enable graduates to translate their Ei into actual ventures (Bae et al., 2014;nabi et al., 2017). ...
This study examines the factors shaping entrepreneurial intentions among MBA graduates in Peru, an emerging economy where entrepreneurship is crucial for economic growth. Using Ajzen’s Theory of Planned Behavior (TPB) as a framework, a survey of 444 MBA graduates assessed the influence of entrepreneurial self‑efficacy, locus of control, subjective norms, environmental support, and attitude towards entrepreneurship. Findings from structural equation modeling (PLS‑SEM) reveal that entrepreneurial self‑efficacy and locus of control exert the strongest positive effects on entrepreneurial intentions. However, subjective norms and environmental support show weak or even negative influences, challenging conventional assumptions. Surprisingly, attitude towards entrepreneurship, while statistically significant, has a practically negligible negative effect. This study enriches the understanding of how entrepreneurship education shapes entrepreneurial intentions in developing economies, emphasizing the intricate interactions between psychological, social, and contextual factors. It refines the application of TPB in such contexts and fills gaps in existing literature. The findings suggest that MBA programs should focus on strengthening entrepreneurial self‑efficacy and locus of control while addressing other key determinants. Policymakers and educators should implement experiential learning and targeted interventions to enhance entrepreneurial mindsets among highly educated individuals in emerging markets.
... Studies have mainly focused on the individual's family background such as the father's occupation, their educationspecifically higher one, and their personality traits (Nabi et al., 2017;Xanthopoulou and Sahinidis, 2023). Researchers suggest that entrepreneurial intention among university students is affected by many traits including risktaking tolerance, autonomy, and self-confidence (Do and Dadvari, 2017). ...
... Kuttima et al. (2014) and Linan et al. (2011) suggested that education and entrepreneurial training significantly improve entrepreneurial activities and are positively associated with the entrepreneurial intention of students. Studies such as Maresch et al. (2016) and Nabi et al. (2017) suggest that the differences exist between business students and those in other disciplines. Universities can support students with entrepreneurial intentions by offering access to networking opportunities and programs that endorse entrepreneurship such as mentorship and funding programs. ...
... This is particularly true for small businesses, which often act as the bedrock of local economies. Studies have shown that in many developing economies, small and medium-sized enterprises (SMEs) are responsible for a significant portion of job creation and innovation (Nabi et al., 2017). Entrepreneurship, therefore, not only benefits the individuals involved but has a broader societal impact by contributing to economic resilience and growth. ...
... Kirby (2002) highlights that characteristics like risk-taking, team-building, and timemanagement can be developed through targeted entrepreneurship programs. In fact, studies show that individuals who undergo entrepreneurship training are more likely to start their own businesses and achieve long-term success compared to those who do not (Nabi et al., 2017). ...
The impact of managerial education on the development of entrepreneurial skills in management students is examined in this paper. Additionally, the study reports on the perspective of students and alumni regarding the usefulness of managerial education in inspiring them to become entrepreneurs. This study evaluates the relationship between educational inputs and entrepreneurial motivation as it investigates the impact of managerial education on the growth of entrepreneurial abilities among management students. In order to assess the contribution of managerial education and Entrepreneurship Development Programs (EDPs) to skill development, four variables were examined using Pearson's Chi-Square test. The findings show a strong correlation between the abilities developed by managerial education and the entrepreneurship-promoting inputs, with EDPs being essential in raising entrepreneurial readiness. It is important to incorporate entrepreneurial concepts into business curricula as there was no discernible correlation between general business management education and entrepreneurial talents. The survey also looked at how current students and graduates perceived things. It found that although most students and alumni who pursued entrepreneurship found managerial education to be inspiring, many alumni were not happy with the entrepreneurial advice they received while enrolled in MBA programs. These results highlight the significance of developing educational frameworks that provide students with both theoretical knowledge and useful skills, thereby creating an atmosphere that is supportive of entrepreneurship.
... As a secondary effect, from an open innovation perspective, entrepreneurial higher education programs might also have a positive impact on innovative behaviour (Lee et al., 2019). Nabi et al. (2017) conducted a systematic literature review on the impact of entrepreneurship education in higher education on various entrepreneurial outcomes. They found mixed results, with studies suggesting both positive and negative consequences of entrepreneurship education programs on attitudes and behaviour. ...
... Most articles claim a positive link between an entrepreneurship education program and impact indicators, such as startup activity. Nabi et al. (2017) highlight in their literature review that most of the reviewed articles (75 %) found a positive link between entrepreneurship education and students' startup intentions. ...
... Because of its effects and centrality in global societies, efforts have been In recent years, research on EE has expanded significantly, with many studies incorporating both quantitative and qualitative empirical analyses (Oosterbeek et al., 2010;Jones & Matlay, 2011;Rauch & Hulsink, 2015;Neck et al., 2014). However, the focus of EE research remains related to the role of teaching methods (Porfírio et al., 2023;Makaya et al., 2023) and the impact of entrepreneurship courses and programmes on learning outcomes (Rauch & Hulsink, 2015;Maresch et al., 2016;Gielnik et al., 2015;Fayolle & Gailly, 2015;Walter & Block, 2016;Nabi et al., 2017). On these grounds, potential pedagogical differences in approach and content were discussed in the literature, distinguishing between teaching 'about', 'for' and 'through' entrepreneurship with theoretical and practical consequences (Johnson, 1988). ...
... On these grounds, potential pedagogical differences in approach and content were discussed in the literature, distinguishing between teaching 'about', 'for' and 'through' entrepreneurship with theoretical and practical consequences (Johnson, 1988). In addition to examining teaching methods (how), recent studies (Nabi et al., 2017;Hägg & Gabrielsson, 2020) also explore the role of instructors (who), the content of the programs (what), and the target audience (for whom). Entrepreneurship Education programs (EEPs) are largely connected to universities and are predominantly attended by university students (Kirkwood et al., 2014). ...
In recent years, entrepreneurship education has attracted increasing interest among scholars, but current literature reviews often focus on specific micro or macro factors, neglecting an integrated perspective. This paper provides a comprehensive systematic literature review and bibliometric analysis of Entrepreneurship Education (EE), aiming to consolidate existing knowledge while identifying emerging trends. To address this gap, using advanced bibliometric tools, we were able to uncover key themes such as the role of human, cultural, and social capital, educational models, and the evolving function of universities in fostering entrepreneurship. Findings suggest a shift towards multidisciplinary approaches, integrating fields like psychology, ethics, and neuroscience, to enrich EE frameworks. By highlighting both established and emerging topics, this review offers actionable insights for reshaping EE to better equip future leaders with the competencies and resilience needed in an entrepreneurial society.
... Pendidikan kewirausahaan di sekolah dasar (SD) sangat penting untuk mengajarkan anak-anak cara berpikir inovatif dan menyelesaikan masalah. Menurut Nabi et al. (2018), pendidikan kewirausahaan pada usia dini memiliki potensi untuk meningkatkan rasa percaya diri, keberanian mengambil risiko, dan kreativitas. Semua kualitas ini sangat penting untuk menghadapi perubahan dinamis yang terjadi di ...
... Oleh karena itu, pembelajaran kewirausahaan memberikan fondasi penting bagi siswa untuk menjadi orang yang mandiri dan memiliki tujuan.Pembelajaran kewirausahaan juga membantu siswa mempertimbangkan dan membuat keputusan yang berbasis data. Hal ini sejalan dengan penelitian yang dibuat olehNabi et al. (2018), yang menyatakan bahwa siswa yang terlibat dalam pendidikan kewirausahaan memiliki kemampuan yang lebih baik dalam mengeksekusi rencana secara sistematis dan membuat solusi berbasis bukti.Misalnya, siswa diajari untuk mengidentifikasi risiko, mengevaluasi opsi, dan membuat keputusan terbaik melalui simulasi bisnis. Selama proses ini, siswa tidak hanya memperoleh pemahaman tentang pentingnya logika dalam pengambilan keputusan, tetapi mereka juga menjadi lebih percaya diri dalam mengkomunikasikan dan mempertanggungjawabkan keputusan mereka. ...
This study aims to examine relevant literature on the integration of entrepreneurial concepts in learning at the elementary school level. The study uses the library research method to explore entrepreneurial concepts and their integration into learning through data analysis from various sources of literature. The research steps include identifying keywords, selecting relevant literature, and conducting content analysis to categorize information based on key themes such as entrepreneurial concepts and integration strategies. The findings are synthesized into a theoretical framework that emphasizes the importance of fostering entrepreneurial spirit from an early age and provides guidance for educators in designing innovative learning approaches. Entrepreneurial education not only teaches business skills but also builds character traits such as independence, creativity, and problem-solving abilities through real-world experiences and entrepreneurial projects. With a supportive learning environment, students can develop confidence, social skills, and a sense of responsibility, helping them become innovative and socially beneficial individuals. Project-based learning (PjBL) is an effective method for teaching entrepreneurship in the class by encouraging creativity and critical thinking through hands-on experiences such as market simulations and business competitions.
... As far as country-wise contribution in research on entrepreneurship education is concerned, India-along with Africa, Australia and Russia-shows fewer studies, indicating that these nations and continents are not well represented in research (Nabi et al., 2017). Due to the cultural distinctions between east and west societies, entrepreneurship students in industrialised economies may require different inputs than Indian counterparts. ...
Entrepreneurial education plays a vital role in equipping students with the skills and mind‐set necessary for success in the dynamic business landscape. While existing literature acknowledges the importance of entrepreneurial education, there is a lack of specific guidance on how courses can be designed to effectively cultivate entrepreneurial abilities among students considering vital elements. This research addresses this gap by focusing on the interactions among elements of entrepreneurial education course design. The study employs a systems approach, utilising the Total Interpretive Structure Model (TISM) and Matrice d'Impacts Croisés‐Multiplication Appliquée à un Classement (MICMAC) to analyse the hierarchical relationships among factors. Using the nominal group technique (NGT), driving elements are identified, highlighting their crucial role in shaping the overall educational experience. The major findings highlight demonstration of start‐up success stories and enhancement of networking skills as the most crucial elements of entrepreneurial education. The leadership capabilities, self‐assessment against odds and business feasibility analysis were found to be the most dependent elements. The results, along with the practical implications of the research given at the end, enhance the robustness and applicability of the results, providing actionable insights for educational policy makers, institute academicians and content developers. This research contributes to the ongoing discourse on entrepreneurial education by offering a structured approach to designing course structures that foster entrepreneurial skills and innovation among students, thus empowering the next generation of entrepreneurs and business leaders.
Context and implications
Rationale for this study: The study provides actionable insights for course designers, policy makers and educators, identifying key factors to improve entrepreneurial education through a systems approach and analysing their interrelationships.
Why the new findings matter: The findings highlight key factors influencing educational effectiveness, offering actionable insights to improve course design, enhance student outcomes, and foster essential skills for success in dynamic environments.
Implications for policy makers, academicians and content developers: The study offers valuable implications for policy makers, academicians and content developers in designing entrepreneurial education programmes. By identifying key driving elements, such as start‐up success stories and networking skills, the research provides a clear framework for prioritising course components. Policy makers can use these insights to shape educational policies, while academicians and content developers can create more targeted, effective curricula that enhance student outcomes. The study encourages further exploration of regional variations and the integration of technology in course delivery, offering a pathway for future research to refine and adapt entrepreneurial education to diverse global contexts and evolving educational trends.
... The integration of ideological and political education and innovation and entrepreneurship education can not only help students establish a correct worldview, outlook on life and values, stimulate their patriotic sentiment and sense of social responsibility, but also enhance their adaptability and problem-solving ability in the face of complex environments, laying a solid foundation for their future employment or entrepreneurship [2]. At the same time, this also helps to build a more open and inclusive campus cultural atmosphere, promote the organic combination of academic research and social practice, and deliver more outstanding talents with innovative spirit and practical ability to the society [3]. ...
In this paper, on the basis of clarifying the relationship between innovation and entrepreneurship education and college civic education, the DA-BP neural network model is used to establish the evaluation index system of college professional civic education and innovation and entrepreneurship collaborative education teaching, and design the weight calculation model of collaborative education indicators based on the AHP.The output of the BP neural network evaluation model of the indicators, the AHP output corresponding to the collaborative education of college civic education and innovation and entrepreneurship. Teaching effect evaluation value, from the evaluation results can be known collaborative parenting path inner mechanism. Most students start their own business to solve their own employment problems (64.2%), followed by improving the conditions of life (38.4%), indicating the lack of correct value leadership in innovation and entrepreneurship education. In terms of the depth of collaborative parenting, the highest weight is the depth of ideological understanding (0.4122), indicating that it is and its importance to make the participants’ ideas highly unified in the path of collaborative parenting. In terms of the breadth of collaborative parenting, the curriculum system has a weight value of 0.4128, so we need to provide the school with a full range of collaborative parenting programs.
... The entrepreneurial mindset encompasses a proclivity for risk-taking, a strong desire for success, an aspiration to launch new ventures, and an eagerness to design, plan, and execute projects aimed at achieving entrepreneurial objectives (Bosman and Fernhaber, 2019). It is characterized by a mindset and attitude that prioritize the development of critical and creative thinking skills (Nabi et al., 2017). The entrepreneurial mindset is defined by individual beliefs, perceptions, and knowledge that steer entrepreneurial endeavors (Bhatta et al., 2024). ...
The economic growth and development of a country are commonly believed to depend on the presence of entrepreneurs and the pace of business activities within its borders. As a result, researchers have increasingly focused on understanding and promoting entrepreneurship in recent years. Recognizing the critical role of entrepreneurship in a nation's progress, universities and colleges have integrated entrepreneurship education into their curricula. This initiative aims to equip graduates with an entrepreneurial mindset and encourage a proactive approach to business activities. Additionally, there has been a significant focus on supporting student entrepreneurship, highlighting the importance of developing entrepreneurial skills as a key concern in higher education. This study aims to explore the mediating effect of entrepreneurial self-efficacy on the relationship between entrepreneurial mindset and entrepreneurial intention among Mongolian university students. The sample consisted of 217 business administration students from two universities in Mongolia. The research used factor appropriateness and reliability analysis, correlation analysis, and covariance-based structural equation modeling (CB-SEM) to examine the proposed hypotheses. The study found that an entrepreneurial mindset has a positive, moderate effect on entrepreneurial self-efficacy and entrepreneurial intention. Furthermore, the study emphasizes that entrepreneurial self-efficacy plays a significant role in enhancing entrepreneurial intentions, showing a promotional impact. Importantly, the study found that entrepreneurial self-efficacy fully mediates the relationship between entrepreneurial mindset and intention.
... Numerosas investigaciones se han llevado a cabo con el propósito de identificar las mejores prácticas utilizadas por los docentes para fomentar el espíritu emprendedor en sus alumnos. Nabi et al. (2017), al evaluar el impacto de la educación emprendedora en la educación superior, concluyen que esta tiene un efecto positivo en la mentalidad y habilidades de los estudiantes. Sin embargo, destacan la necesidad de una mayor integración entre teoría y práctica para potenciar estos resultados. ...
La formación en emprendimiento es esencial para una educación integral, requiriendo estrategias que fomenten conocimientos, habilidades y actitudes emprendedoras. Sin embargo, se desconoce el nivel de preparación de los docentes universitarios en este ámbito. Esta investigación buscó identificar los conocimientos y prácticas de los docentes universitarios en la formación de competencias emprendedoras. Se realizó un estudio cualitativo descriptivo mediante una encuesta en línea a 54 docentes del Centro Universitario Temascaltepec. Los resultados muestran que los docentes poseen formación en diversas disciplinas como contaduría, derecho, informática administrativa, ingeniería agrónoma zootecnista y psicología. El 64.8% cuenta con experiencia emprendedora y el 81.5% manifiesta intención de emprender. Las prácticas docentes incluyen instrucción directa, aprendizaje basado en problemas, planteamiento de retos, aprendizaje colaborativo, participación en proyectos, uso de simuladores, visitas guiadas e interacción con expertos y emprendedores locales. Se concluye que los docentes responsables de la enseñanza del emprendimiento requieren desarrollar competencias personales y didácticas para fortalecer la mentalidad emprendedora en los estudiantes. Se recomienda implementar programas de formación continua y crear espacios de intercambio de experiencias entre educadores. Esta investigación contribuye al conocimiento sobre la formación en emprendimiento en educación superior y destaca la importancia de un profesorado preparado. Futuros estudios podrían explorar el impacto de estas prácticas en el desempeño emprendedor de los graduados.
... They involve advice, expertise, and notably, training. According to (Nabi, Liñán, Fayolle, Krueger & Walmsley, 2017), such programs significantly enhance entrepreneurial intentions and capabilities among participants. Similarly, a study by (Martin, McNally & Kay, 2013) found that tailored training programs and mentorship are essential components of successful entrepreneurial initiatives. ...
This study evaluates the effectiveness of entrepreneurial support programs in Algeria, focusing on the experiences and perspectives of trainers involved in these initiatives. Through a qualitative analysis of feedback from ten trainers with varying levels of experience, the research explores the impact of these programs on beneficiaries, the strengths of the university- National Agency for Support and Development of Entrepreneurship (NESDA) partnership, and the challenges faced by educators. The findings reveal that while the programs have positively influenced entrepreneurial development. Trainers emphasized the importance of integrating entrepreneurial modules into university curricula and fostering a stronger entrepreneurial culture within academic institutions. The study also highlights the critical role of effective coordination between universities and NESDA in achieving program success. Based on the insights gathered, the paper offers practical recommendations for enhancing the design and implementation of entrepreneurial support programs in Algeria. These include introducing mentorship programs, revising training content to include practical exercises, and creating platforms for better stakeholder collaboration.
... Pendidikan kewirausahaan tidak hanya sekadar memberikan pengetahuan tentang bisnis dan manajemen, tetapi juga membentuk pola pikir serta keterampilan yang dibutuhkan untuk menjadi seorang wirausahawan yang sukses (Fayolle & Gailly, 2015). Berbagai penelitian menunjukkan bahwa program pendidikan kewirausahaan yang efektif dapat meningkatkan minat individu untuk berwirausaha dengan membangun kepercayaan diri dan mengembangkan keterampilan problem-solving yang diperlukan dalam dunia bisnis (Nabi et al., 2017). Selain itu, pendidikan kewirausahaan juga berperan dalam membentuk mindset proaktif dan adaptif terhadap perubahan pasar serta tantangan yang dihadapi dalam dunia bisnis (Rae, 2010). ...
Kewirausahaan memiliki peran penting dalam mendorong pertumbuhan ekonomi, terutama di negara berkembang seperti Indonesia. Namun, faktor sosial turut memengaruhi perkembangan kewirausahaan, termasuk jaringan sosial, budaya kewirausahaan, pendidikan, dan kebijakan pemerintah. Pemahaman mengenai dinamika sosial dalam kewirausahaan dari perspektif sosiologi ekonomi diperlukan untuk mendorong pertumbuhan usaha yang inklusif dan berkelanjutan. Metode yang digunakan adalah metode literatur review dengan pendekatan kualitatif. Data dikumpulkan dari berbagai referensi, seperti buku, jurnal akademik, dan laporan penelitian yang membahas hubungan antara kewirausahaan dan faktor sosial di Indonesia. Analisis deskriptif dilakukan untuk mengidentifikasi pola serta tantangan dalam pengembangan kewirausahaan berbasis sosiologi ekonomi. Hasil kajian literatur menunjukkan bahwa jaringan sosial memainkan peran penting dalam pengembangan usaha dengan memberikan akses terhadap modal dan informasi pasar. Budaya kewirausahaan di Indonesia, yang didukung oleh nilai gotong royong, turut berkontribusi dalam mendorong kewirausahaan. Namun, masih terdapat tantangan dalam mengubah persepsi masyarakat yang lebih mengutamakan pekerjaan formal sebagai simbol status sosial. Pendidikan kewirausahaan telah berkembang tetapi masih menghadapi kesenjangan kualitas antara daerah perkotaan dan pedesaan. Kebijakan pemerintah seperti pembiayaan mikro dan program pengembangan UMKM berperan dalam meningkatkan jumlah wirausahawan, meskipun masih terdapat ketidakmerataan akses. Dinamika sosial dalam kewirausahaan sangat dipengaruhi oleh jaringan sosial, budaya kewirausahaan, pendidikan, dan kebijakan pemerintah. Untuk menciptakan ekosistem kewirausahaan yang inklusif dan berkelanjutan, diperlukan sinergi antara individu, masyarakat, dan pemerintah. Pemerintah perlu memperkuat kebijakan pemberdayaan ekonomi yang lebih inklusif, terutama bagi daerah terpencil. Selain itu, program pendidikan kewirausahaan harus lebih ditingkatkan agar lebih relevan dengan kebutuhan pasar. Masyarakat juga perlu didorong lebih terbuka terhadap kewirausahaan sebagai pilihan karier yang strategis.
... Ce constat souligne un défi majeur pour l'intégration entrepreneuriale des PSH, à savoir un accès limité à l'éducation et à la formation. En effet, comme le souligne (Nabi, et al., 2017), l'éducation joue un rôle important dans le développement des compétences et de la confiance nécessaires à la création et à la gestion d'entreprises. ...
L'entrepreneuriat est souvent perçu comme chemin d'autonomisation des Personnes en Situation de Handicap (PSH), leur permettant de s'insérer socioéconomiquement par un travail adapté à leurs spécificités. Cependant, ces entrepreneurs atypiques se heurtent à des obstacles entravant leur autonomisation et leur insertion socio-économique. Afin d'identifier ces obstacles une étude quantitative exploratoire a été menée auprès des PSH de la ville de Fès, afin d'interroger les dimensions psychologiques, physiques, professionnelles, institutionnelles et sociales de l'entrepreneuriat chez ces PSH. Les résultats révèlent que les PSH défient des obstacles multidimensionnels. Sur le plan psychologique, un manque de confiance en soi et de résilience face à l'échec est observé. Les barrières physiques, telles que les problèmes de santé chroniques et d'inaccessibilité aux infrastructures, limitent la capacité des PSH à gérer convenablement l'activité entrepreneuriale. Sur le plan professionnel, un manque de compétences entrepreneuriales et une difficulté d'accès à des formations adaptées sont constatés. Par ailleurs, les obstacles institutionnels, notamment l'accès difficile au financement et aux réseaux professionnels, restreignent leurs opportunités entrepreneuriales. Enfin, la stigmatisation sociale et le manque de soutien familial affectent leur motivation et leur persévérance, pour s'insérer dans la voie entrepreneuriale et en tirer profit. Pour contrecarrer ces obstacles, une approche multisectorielle et partenariale créant un environnement inclusif et favorable à l'entrepreneuriat est recommandée. Cette approche devrait inclure le développement de programmes de formation adaptés aux besoins des PSH, la mise en place de mécanismes inclusifs d'accès au financement et à des subventions, le renforcement de l'accompagnement et de la mise en réseau professionnel. Mots-clés : Personne en Situation de Handicap ; Insertion socio-économique ; Entrepreneuriat ; Obstacles. Abstract: Entrepreneurship is often perceived as a pathway to empowerment for Persons with Disabilities (PWD), enabling them to achieve socioeconomic inclusion through work adapted to their specific needs. However, these atypical entrepreneurs face significant barriers that hinder their empowerment and socioeconomic integration. To identify these barriers, an exploratory quantitative study was conducted among PWD in the city of Fez, examining the psychological, physical, professional, institutional, and social dimensions of entrepreneurship 123 INTERNATIONAL JOURNAL OF RESEARCH IN ECONOMICS AND FINANCE, 2025, Vol. 2, No. 2, 122-139. https://doi.org/10.71420/ijref.v2i2.60 in this population. The results reveal that PWD encounter multidimensional challenges. Psychologically, they often struggle with low self-confidence and a lack of resilience in the face of failure. Physically, chronic health issues and limited accessibility to infrastructure significantly constrain their ability to effectively manage entrepreneurial activities. Professionally, a lack of entrepreneurial skills and difficulties in accessing appropriate training programs are evident. Institutionally, restricted access to financing and professional networks further limits their entrepreneurial opportunities. Finally, social stigmatization and a lack of family support negatively impact their motivation and perseverance in pursuing entrepreneurship as a viable career path. To overcome these barriers, a multisectoral and partnership-based approach is recommended to foster an inclusive and supportive entrepreneurial environment. This approach should include the development of tailored training programs, the implementation of inclusive financing mechanisms and subsidies, and the strengthening of mentorship and professional networking opportunities for PWD entrepreneurs.
... Similarly, O'Brien & Cooney (2024) revealed that the universities should be uniquely positioned to be visibly committed to diversity and inclusion in entrepreneurial activities to redress social inequalities in their region. Also, Nabi et al. (2017) pointed out that universities should evaluate the impact of entrepreneurial initiatives regularly in terms of context, person, pedagogical model-specific and intention-tobehavior transition. In addition, Radko et al. (2023) mentioned that stakeholders play a vital role in knowledge spillover entrepreneurship, so universities should have established metrics to measure the success of entrepreneurial activities. ...
This study aims to identify the critical factors essential for establishing and enhancing an effective entrepreneurial ecosystem within private universities in the gulf cooperation council (GCC) region. The study follows a cross-sectional quantitative design, focusing on private universities in the GCC. Data were collected from 432 respondents via an online survey using a perception-based questionnaire developed from entrepreneurial university models. The 21 items were measured on a seven-point Likert scale. Both exploratory and confirmatory factor analyses were conducted to assess reliability, validity, and relationships between variables using SPSS and SmartPLS software. Through a rigorous methodological approach, five key factors were identified: ecosystem support, industry partnership, impact evaluation, leadership commitment, and commercialization support. The findings underscore the interconnectedness of these factors, highlighting leadership commitment as a pivotal driver of entrepreneurial activities, which aligns with the existing literature. Additionally, the integration of ecosystem support with commercialization and industry partnerships provides a comprehensive model for fostering sustainable entrepreneurship within universities. This research contributes to both theoretical and practical discussions on the development of entrepreneurial universities, offering valuable insights for university administrators and policymakers. By focusing on leadership, industry collaboration, and regular impact assessments, universities can enhance commercialization efforts, drive innovation, and contribute to economic and social development. Future research could explore the role of government policies in shaping entrepreneurial ecosystems, adding further depth to the model presented.
... While most organizations conduct some form of assessment, the depth and consistency of these assessments vary. Some institutions, like Respondent A's, use structured questionnaires and integrate feedback into program improvement, aligning with best practices in entrepreneurial training assessment (Nabi et al., 2017). Others, like Respondent F and D, follow more ad-hoc approaches, indicating room for improvement in formalizing assessment processes. ...
This qualitative research aims to evaluate the integration of entrepreneurial projects within social empowerment programs in Qatar, assess public awareness of these programs, and analyze the role leaders play in shaping perceptions. It further seeks to examine the effectiveness, benefits, and importance of the courses offered to participants, gauge youth interest in engaging with these programs, and determine how well entrepreneurial project courses address the challenges faced by the Qatari public, while also identifying their key advantages. Semi-structured and in-depth interviews were conducted with 15 individuals, selected for their direct involvement or experience with entrepreneurial projects and social empowerment programs. The research yielded several important findings. Leaders were found to play a significant role in influencing social empowerment programs. The research highlighted the importance of providing practical, specialized training to equip young people for entrepreneurial ventures and underscored the need for spreading knowledge and awareness, which are crucial for successful entrepreneurship. Easy access to information and resources related to social empowerment programs significantly enhances the ability of youth to make informed decisions. Additionally, the study emphasized the value of practical experiences that align with real-world applications, facilitating the transition from theory to practice. Furthermore, the findings revealed the need for robust evaluation mechanisms and ongoing support systems to continuously improve programs aimed at preparing young people for entrepreneurial endeavors, as sustained guidance and follow-up services are vital for entrepreneurial success
... En la actualidad, hay una tendencia creciente hacia el impulso del emprendimiento, ya que se considera uno de los caminos más efectivos para promover el progreso (Ramírez, 2020). Desde esta perspectiva, la educación emprendedora desempeña un papel esencial en el desarrollo de la intención emprendedora y en la creación de competencias necesarias para que los estudiantes enfrenten con éxito los retos del emprendimiento (Nabi, 2017). ...
Este artículo de revisión tiene como objetivo analizar el proceso de creación de emprendimientos en el contexto universitario en Colombia, destacando el papel de las Instituciones de Educación Superior (IES) en el fortalecimiento del ecosistema emprendedor del país. A través de una revisión exhaustiva de la literatura, estudios de caso y análisis de programas universitarios de emprendimiento, identificando las estrategias efectivas y las barreras actuales en Colombia, y comparando con otros ecosistemas de América Latina y Estados Unidos. La metodología se basa en la identificación de elementos clave como incubadoras de empresas, redes de apoyo y programas de innovación que permiten a los estudiantes desarrollar sus proyectos empresariales. Los resultados de este análisis ofrecerán una visión de las estrategias relacionadas con el proceso de creación de emprendimientos que permiten impulsar un ecosistema emprendedor más sólido y efectivo en el contexto universitario colombiano, permitiendo comprender los retos específicos que enfrentan los emprendedores universitarios. Además, se presentarán recomendaciones orientadas a mejorar los programas de formación y apoyo al emprendimiento en las universidades, con el fin de optimizar la preparación y el acompañamiento a futuros emprendedores. Las conclusiones subrayan la necesidad de fortalecer el ecosistema emprendedor en las IES para fomentar la innovación y la creación de empresas exitosas, contribuyendo al desarrollo económico del país.
... An entrepreneurial mindset empowers individuals to behave entrepreneurially and strengthens their promising strategies (Covin and Slevin, 2002). The foundational ability of an entrepreneurial mindset lies in its cognitive and behavioral adaptability (Krauss et al., 2005;Haynie et al., 2010;and Nabi et al., 2017). EM is intimately associated with opportunity recognition, which is the core aspect of entrepreneurship that determines entrepreneurial success (Cui et al., 2019;and Baggen et al., 2022). ...
While the resilience and success of family businesses in India has been remarkable, there have been no efforts to measure the mindset of the owner-managers of such firms. This study seeks to develop and test a scale to measure the entrepreneurial mindset in family firms. For this, a sample of 426 key informants (second and third-generation family business owners) from 213 firms, with two respondents from each firm have been taken. The study employed a quantitative approach by administering a survey questionnaire to key participants who are family business owners in the sports goods industry in India. Structural equation modeling was employed to confirm the reliability and validity of the entrepreneurial mindset (EM) scale. The study reveals critical aspects of the entrepreneurial mindset that are related to an entrepreneur's cognitive thinking and behavioral actions. It finds a significant positive relationship between entrepreneurial mindset and business performance in family firms in India. By measuring the entrepreneurial mindset of family firms in India, this study contributes to a better understanding of the factors that lead to their success.
... Furthermore, several studies have highlighted the importance of experiential learning and practical application in entrepreneurship education [47], [48]. Engaging in entrepreneurship education programs that emphasize hands-on experiences, such as business simulations, case studies, and real-world projects, can foster the development of entrepreneurial competencies. ...
Vocational education is crucial in bridging the gap between educational outcomes and labor market demands, significantly impacting employment rates and career prospects. The purpose of the study was to identify the acceptability of the entrepreneurship education model in Indonesian vocational schools. This paper explores the importance of vocational education in equipping individuals with job-ready skills, addressing challenges like long-term unemployment, and literacy skill disparities. It emphasizes the integration of entrepreneurship education to foster entrepreneurial intentions, competencies, and behaviors, crucial for sustainable economic growth, particularly in Indonesia. Utilizing a development model based on Borg and Gall, the study involves needs assessment, product development, and evaluation to craft an effective entrepreneurship education framework for vocational schools. Insights from vocational education experts, entrepreneurship practitioners or teachers, and entrepreneurs are integral to developing this model. The findings show that entrepreneurship education is acceptable to be implemented in Indonesian vocational schools. The proposed model focuses on characteristic Indonesian mindset formation, practical entrepreneurial skills, and active industry collaboration, aiming to prepare graduates for both employment and selfemployment. This research has implications for the transformation of vocational education in Indonesia by providing a strong framework that supports graduates’ transition to the world of work and encourages entrepreneurial efforts, thereby contributing to broader economic development and innovation.
... Different studies have analyzed the impact of an individual's entrepreneurial intention; however, the findings of these studies have been mixed. Nabi et al. (2017) reported that gender-related effects are one of the important explanations for the contradictions in the findings of entrepreneurial intention research. Several empirical studies have shown that individuals' attitudes and intentions of entrepreneurship might differ according to gender. ...
Purpose
The purpose of this study is to investigate the sustainable entrepreneurial attitudes (SEA) and intentions of young women. The study aims to first explore the impact of the external environment on the SEA and then the intention of female tourism and hotel management students at Jordanian universities; and second, to examine the moderating role of prior entrepreneurial training (PET) in the relationship between the external perceived environment and SEA.
Design/methodology/approach
A quantitative approach, using a questionnaire with a total sample of 302 participants of female tourism and hotel management students at Jordanian universities, was used to collect data. SmartPLS was used to test the research model and hypotheses.
Findings
The findings revealed that the entrepreneurial attitude of young female students in tourism and hospitality toward sustainable entrepreneurship significantly influences their sustainable entrepreneurial intention (SEI). The perceived external environment, including access to finance, government policies and university educational support, has a nonsignificant effect on young women’s SEA; however, their SEA is significantly influenced by society’s perception. Their PET partially moderates the relationships between the perceived external environment and young women’s SEA (PET).
Originality/value
This study creates new insights and contributes toward understanding the SEA and SEI of young women in an emerging economy context, Jordan. It proposes integration and extension, through adding external environment and PET, of the theory of planned behavior to explore young female students’ attitudes and intentions toward sustainable entrepreneurship in tourism and hospitality.
... Entrepreneurship education equips students with the necessary cognitive skills, such as creativity, collaboration, communication, leadership, and non-cognitive characteristics, including confidence, resilience, risk-taking, determination, and persistence (Eltanahy et al., 2020;Weng & Chiu, 2023;Weng et al., 2022), all of which are crucial for successfully launching and operating businesses across various contexts (Bauman & Lucy, 2021;Ghafar, 2020). Educators propose to adopt entrepreneurship education to bridge contemporary business practices with academic learning (Ratten & Jones, 2021), with higher education serving as the most vibrant setting where entrepreneurial practices and teaching methods are thriving (Boldureanu et al., 2020;Nabi et al., 2017). For instance, Mwasiaji et al. (2022) developed a theoretical model for STEM educators to combine entrepreneurship and pedagogical skills training to promote student learning outcomes in higher education. ...
... Most often, scholars have investigated the effects of entrepreneurship courses and programs on students' intentions to become entrepreneurs in the short run. Such studies usually rely on surveys where students report their entrepreneurial intentions before, during, and immediately after completing courses or graduating [32][33][34]. The relative abundance of this type of research follows from the convenience of ready access to entrepreneurship students to scholars specializing in and teaching this subject [35,36]. ...
In recent decades there has been significant interest among policy makers in supporting entrepreneurship among university students, with the goal to improve labor market outcomes and contribute to the economy through venture creation. Drawing from the 2018 National Graduate Survey in Canada, our study examines who engages in entrepreneurial activity after graduation, investigating differences among demographic groups and between those who participated in entrepreneurship education on campus and those who did not participate. We find that those graduates who participated in entrepreneurship education are more likely to be self-employed and own their own business three years after graduating than the general population of university graduates. We also find differences according to gender, citizenship, and socio-economic status in entrepreneurial activity. Our results are consistent with previous studies documenting demographic disparities in entrepreneurship and provide more generalizable evidence about the relationship between entrepreneurship education and subsequent entrepreneurship.
... Firstly, these students are typically more exposed to entrepreneurship education and resources, making them an ideal group to study the impact of attitudes, self-efficacy, and environmental support on entrepreneurial intentions. Studies have shown that entrepreneurship education can significantly influence students' entrepreneurial intentions by enhancing their knowledge, skills, and attitudes towards entrepreneurship [42,55]. This selection allows for a deeper understanding of how these factors interact within a context where entrepreneurship is often encouraged and supported. ...
Entrepreneurship is an increasingly popular career choice among students, driven by the transformative impact of emerging technologies and evolving professional landscapes. This study focuses on how higher education shapes students’ professional identities and entrepreneurial intentions, particularly among business school students. Utilizing the Theory of Planned Behavior (TPB) as the foundational framework, the study examines the factors influencing entrepreneurial intentions, with a specific emphasis on the moderating role of departmental identification. The primary aim of this research is to explore how students’ identification with their academic departments influences the relationship between entrepreneurial attitude, self-efficacy, and environmental support with entrepreneurial intentions. The study hypothesizes that the stronger the departmental identification, the more significant these relationships become. A survey is conducted among students from several public universities in the eastern provinces of Mainland China, yielding 1,632 valid responses. The results confirm a positive correlation between entrepreneurial attitude, self-efficacy, and environmental support with entrepreneurial intentions. Furthermore, departmental identification moderates these relationships, amplifying the effects when students identify strongly with their academic departments. These findings emphasize the critical role of departmental identity in shaping entrepreneurial aspirations. They highlight the need for higher education institutions to leverage departmental identity as a strategic tool to guide students’ career trajectories. By fostering a supportive academic environment that strengthens departmental identity, institutions can better prepare their students for entrepreneurial success in a rapidly evolving professional world.
The current research develops and tests a modified TPB model explaining how restaurant entrepreneurship education (EE) influences graduating hospitality students’ intentions (EI) to start a restaurant business. A total of 283 graduating hospitality students in Taiwan responded to the survey, and the structural equation modeling based on partial least square (PLS) was employed for analyzing the data of the study. The findings indicate that EE positively influences Theory of planned behavior (TPB) factors, such as attitude (AT), subjective norms (SN), and perceived behavioral control (PBC), which in turn influence startup intentions. However, EE directly lowers entrepreneurial intentions, perhaps due to its emphasis on the risks over the benefits. This study fills gaps in the literature by developing a revised TPB model that explains the mechanisms linking restaurant EE to the EI of graduating hospitality students in Taiwan. It contributes to the literature on modified TPB theory in the context of restaurant entrepreneurial education, providing evidence regarding the indirect effects of specialized EE on entrepreneurial intentions through attitudinal and motivational factors.
This paper examines the target groups and competences addressed in entrepreneurship education research. A systematic literature review was conducted, analyzing 1,419 abstracts using the EntreComp framework. The results indicate a general focus on postsecondary and tertiary education, particularly students (ISCED levels 5–8), and specific competences, such as creativity, self-awareness, and self-efficacy. The literature review highlights the current state of research, quantifies and systematizes the publications, and identifies research gaps and possible research questions for further research projects.
Over the last decades, entrepreneurship has gained popularity among university students, and universities have developed strategies that foster an entrepreneurial climate and influence students’ entrepreneurial intentions and behaviours. While extensive research has been conducted on Knowledge Transfer Offices (KTOs) in technology transfer, their role in promoting student entrepreneurship remains underexplored. This paper examines the impact of proactive entrepreneurship communication and educational support by KTOs on students’ entrepreneurial awareness, intentions, and participation to entrepreneurship actions. We implemented an exploratory randomized control trial with 158 graduate students from a major Italian university. The results indicate that proactive KTO communication of support increases awareness of university entrepreneurship initiatives and enhances perceptions of a supportive entrepreneurial environment. Although context-specific, these findings provide valuable insights for designing university policies to foster student entrepreneurship. Our study contributes to the literature on student entrepreneurship and highlights the effectiveness of KTOs in supporting student entrepreneurship through proactive communication and education.
Addressing the complex challenges of the 2030 Agenda requires innovative solutions, an entrepreneurial mindset, sustainable practices and individuals committed to driving meaningful change. This chapter explores the transformative impact of the Enactus programme, a global student-led initiative that integrates action-based experiential learning with social innovation as a means of delivering Education for Sustainable Development (ESD). It is aligned with UN SDG 4 that emphasises the importance of inclusive and equitable quality education, lifelong learning opportunities and enhancement of knowledge and skills to promote sustainable development relevant for employment, entrepreneurship and society. Within this context, higher education institutions (HEIs) are mandated to meet these objectives through ESD which also encompasses global citizenship education. Our research is positioned at the intersection of entrepreneurship education and ESD, highlighting the synergies between these fields. This approach develops the essential competences empowering learners to make interlinkages between the environmental, social and economic dimensions of sustainable development and foster positive change through inclusive, circular and regenerative solutions. By critically examining the Enactus programme and reflecting on our experiences of facilitating it at our HEIs, we uncover how it contributes to SDG 4 and more broadly to the 2030 Agenda for Sustainable Development. In doing so, we also consider how the Enactus programme contributes to developing students’ sustainability and entrepreneurial competences, empowering them to become the entrepreneurial leaders and the changemakers of tomorrow.
Giáo dục đại học là một trong những ưu tiên hàng đầu, đóng vai trò quan trọng trong sự phát triển kinh tế - xã hội. Sử dụng dữ liệu bảng cân bằng cho 63 tỉnh của Việt Nam trong giai đoạn 2016-2020, nghiên cứu đánh giá tác động của giáo dục đại học đến khởi nghiệp. Kết quả nghiên cứu cho thấy giáo dục đại học tác động tích cực đến khởi nghiệp. Ngoài ra, đầu tư trực tiếp nước ngoài và chỉ số sẵn sàng cho phát triển và ứng dụng công nghệ thông tin và truyền thông cũng có tác động tích cực đến khởi nghiệp. Ngược lại, thu nhập bình quân đầu người có tác động tiêu cực, làm giảm động lực khởi nghiệp. Đặc biệt, nghiên cứu không tìm thấy bằng chứng thực nghiệm về tác động của chỉ số năng lực cạnh tranh cấp tỉnh đối với khởi nghiệp. Hơn nữa, hiệu ứng Bill Gates – quan điểm cho rằng thành công không nhất thiết phải học đại học - không được xác nhận trong bối cảnh Việt Nam.
The study mainly focused on entrepreneur's education and skill development policy and economic development strategies. Entrepreneurship plays a vital role in improving economic development and enhancing innovation strategies. It creates job opportunities and improves the entrepreneur's knowledge and skill increase to develop economic developmental strategy and strengthen the entrepreneurial ecosystem. The significance of the study is to provide the impact of education and skill development and improve the policy and economic development strategy plan success the entrepreneurial success in sustainable economic growth. The study highlights how it is important for entrepreneurs' skill development in various fields and knowledge in the business sector and how it improves the economic developmental strategy. The outcome of the study suggests that various government schemes and policies can strengthen the entrepreneurs to sustainable economic growth in the societal development.
This paper reexamines the debate on technological disruptive innovation and its tendency to fail, focusing on entrepreneurial education (EE). It explores the emergence of new EE formats, particularly training programs using the metaverse. The research question is: “How are technological disruptive innovations in EE developed and why do most of them fail?”. For that purpose, we mobilize the EE literature as well as the state of the art on innovation processes among business schools, considered to be one of the main vehicles of EE. This state of the art provides a framework for interpreting an ethnographic study on the trajectory of an abandoned EE program initially planned for implementation in the metaverse. Although such initiatives may receive institutional support, they often provoke “crises of stimulation” among faculty (acting as EE innovators), which escalate into “crises of manipulation,” ultimately leading to the project's cessation. The paper contributes to the EE field by examining why metaverse-based EE faces high failure rates and may be difficult to develop within business schools. It also adds to metaverse literature by showing how its applications follow similar failure patterns as other disruptive innovations.
Background: Student interest in entrepreneurial pursuits remains low, despite the significant contributions of entrepreneurship to economic growth. Purpose: This study investigates the factors influencing IPB students' interest in adopting AI-based entrepreneurship learning through the lens of design thinking, emphasizing the role of communication methods and their impact on motivation and attitudes. Methods: This study adopts a mixed-method design, combining quantitative and qualitative approaches. Quantitative data were collected via an online survey from 173 IPB students, with 166 valid responses after data cleaning. Quantitative analysis was conducted using descriptive statistics (SPSS 25) and Partial Least Squares Structural Equation Modeling (PLS-SEM). The qualitative aspect involved a SCAMPER analysis within the design thinking framework to explore AI integration in entrepreneurship education. The PICOS framework was applied to explore the factors influencing AI adoption in higher education comprehensively. This mixed-method approach provides a holistic understanding of AI adoption in educational contexts. Findings: Results indicate that learning motivation significantly affects students' intentions to engage with AI-based systems, positively impacting attitudes toward AI. Perceived ease of use also positively influences learning motivation and perceived usefulness, although perceived usefulness does not directly impact learning motivation. Additionally, interpersonal interactions and mass media positively influence attitudes and perceived usefulness, while awareness does not have a significant effect. Conclusion: Expanding AI adoption in entrepreneurship education requires strategic communication, mainly focusing on Design Thinking’s empathize phase to understand student challenges. By iteratively proposing AI tools through the prototype phase, institutions can develop user-friendly, engaging solutions tailored to student needs, fostering higher adoption and engagement in entrepreneurship learning. Research implication: These insights suggest that targeted communication strategies, including design thinking principles, can support broader AI adoption, enhance students’ entrepreneurial learning experiences, and foster a new generation of tech-savvy entrepreneurs.
Plain English Summary
A proper match between a coach and a startup founder may be crucial for the process of learning from customers in the early stages of venture development. Because coaching is widely recognized as valuable guidance for entrepreneurs in venture acceleration programs, we investigated the coach-entrepreneur match in the context of new ventures as related to customer learning. We tested hypotheses derived from our theoretical model that links knowledge-based situations to entrepreneur customer involvement, which is then linked to product innovativeness. Overall, we demonstrate support for our hypotheses that the coach-entrepreneur match is important to spur learning actions for customer involvement which then mediates the relationship between knowledge-based situations and product innovativeness. The coaching literature generally supports the similarity between the coach and the coachee for fostering positive outcomes and establishing rapport; however, our findings indicate that similar matches in the level of customer knowledge limit the potential for customer involvement, indicating that contrasting knowledge perspectives are preferable for learning actions and product innovativeness.
Innovation and entrepreneurship education (IEE) is a crucial pathway to enhance college students' innovation abilities and entrepreneurial spirit. This study employs the Analytic Hierarchy Process (AHP) to quantitatively analyze key factors influencing IEE in higher education, including policy support, teaching methods, teacher quality, student entrepreneurial motivation, and the external environment. The primary objective is to accurately calculate the weights of these factors and provide specific reference data. Our results show that government funding support is the most critical factor, followed by policy orientation, teaching methods, project-based learning, and teacher entrepreneurial experience. These five indicators account for 72% of the total weight of all factors. By quantifying the importance of these key factors through the AHP model, our findings validate existing research and offer specific scientific data for policy-making and teaching method optimization. This quantitative approach enhances the accuracy and reliability of results compared to previous studies, highlighting the importance of systematic and scientific analysis for understanding and optimizing complex educational systems. This study underscores the core role of government funding in IEE, providing new perspectives for future policy-making and educational strategies. It makes significant contributions to the field of IEE and emphasizes the importance of global educational innovation and reform.
Several studies have highlighted educators' and policymakers' challenges in implementing innovative pedagogies in entrepreneurial educational ecosystems. This chapter aims to formulate recommendations for prototyping-based instructional design strategies that facilitate the development of creative learning solutions supported by digital technology. The authors examine the role of prototyping in developing a dialogic type of immersive learning solution for an entrepreneurship course and evaluate the benefits of the prototype to support the development of the prototype most effectively. This chapter provides a chronological metalogue narrative of remembering the experience of developing the learning solution over two years. The learning solution aims to create an immersive collaborative learning experience to teach entrepreneurial skills and knowledge to bachelor's students with limited experience and expertise in entrepreneurship. The learning prototype is supported by a Learning Management System, a Virtual Reality Immersive learning platform and an Artificial Intelligence tool.
Abstract: Entrepreneurship education in Nigeria since its introduction is yet to actualize its main objective of dislodging the mindset from seeking employment after graduation to the creation of jobs through the establishment of new business ventures. Higher educational institutions in Nigeria have increasingly integrated entrepreneurship courses into their curricula. However, the effectiveness of these courses in fostering entrepreneurial mindset among graduates remains underexplored. This paper is designed to examine the effectiveness of the entrepreneurship curriculum content in fostering an entrepreneurial mindset among 105 graduates from Nigeria HEIs. Structural equation modeling (SEM) was used to analyze the data. The findings showed that all four factors - foundation knowledge, practical skill development, real-world application, and ethical and social responsibility contribute to fostering an entrepreneurial mindset. Hence, the paper recommends that these four factors be incorporated as modules in the entrepreneurship curriculum- within the Core Curriculum and Minimum Academic Standards (CCMAS). Focus on practical learning to bridge the gap between academic knowledge and real-world entrepreneurial challenges; ultimately aiming to groom young entrepreneurs to change the Nigerian story by thinking production rather than a consumer nation.
Keywords: Entrepreneurship Education, Entrepreneurial Mindset, Entrepreneurship Curriculum, Youth Entrepreneurship, SDG8, SDG4
Purpose
This paper introduces executive functions (EFs)–i.e. high-level cognitive processes that are elicited in novel and non-routinised situations–into discussions within entrepreneurship education (EE). By reviewing the existing literature, it highlights how EFs are important for the entrepreneur, their role in the entrepreneurial process and implications for improving EE.
Design/methodology/approach
We conduct a literature review bridging cognitive psychology, EE and entrepreneurship fields to clarify the role of EFs in the entrepreneurial process. To do so, we define EFs and then propose a model of the entrepreneurial process to frame our review and identify knowledge and gaps in current research.
Findings
This review shows why EFs are valuable for EE and calls for more focus on them to better prepare students for entrepreneurship and general life challenges. The findings underscore the importance of EFs in understanding key aspects of the entrepreneurial process. Although EFs are studied in the entrepreneurship and EE fields, they are rarely conceptualised from a cognitive psychology perspective, with research often focusing on isolated EF components instead of examining them as a whole.
Originality/value
This review is the first to highlight the role of EFs in the entrepreneurial process in a structured way. Integrating cognitive psychology insights on EFs can enrich EE for both venture creation and value creation approaches while also supporting the development of more effective programs. This focus on EFs also provides a fresh perspective and a valuable lens for understanding complex phenomena such as cognition, learning and the factors behind success and failure in entrepreneurship.
Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.
In hard times when educated persons can't get jobs, it is becoming challenge for states. It is rather harder for least and under developed countries, like Pakistan, where governments are not having sufficient resources to support the unemployed workforce. Self employment and Entrepreneurship is referred as the best solution. But entrepreneurship is not the function that might be outcome of simple efforts. It requires a regular and permanent attitude as part of personality. Attitude can be based on personality traits and demographic characteristics; it can also be reshaped with education. This research aims to study the impact of personal traits, demographic characteristics and entrepreneurship education on entrepreneurial intentions of university students of Pakistan. This research will be a value addition in Pakistani scenario as it will provide knowledge base for entrepreneurship in the country. Out of the entrepreneurial traits, Innovativeness is considered to be one of the core traits of entrepreneurs and is widely discussed by researchers. Data was collected from the sample of 276 university students. Results show strong relation between innovativeness and entrepreneurial intentions, however some demographical characteristics i.e. Gender and age, were insignificant with the intentions to become entrepreneurs, but prior experience, family exposure to business and level of exposure inclines students to become entrepreneur.
There is a dearth of research that investigates the effectiveness of different pedagogical methods for teaching entrepreneurship. This paper focuses on three learning design choices: experiential learning, use of teamwork, and focus on quantitative methods. The paper examines pedagogical variables that could contribute to raising student scores on constructs of change, risk taking, goal setting, feedback, and achievement as measured by our customized entrepreneurial propensity survey. Results offer moderate evidence to confirm effects of experiential learning designs for goal-setting and weak evidence for feedback. Additional findings suggest the need for rethinking the role of teamwork in entrepreneurship courses
The theoretical literature has explored the potential benefits of the interaction between universities and entrepreneurs and there is some empirical evidence that supports the positive impact of entrepreneurship education in the subsequent propensity to become an entrepreneur. The purpose of this paper is study if higher education for entrepreneurship is reflected in entrepreneurship activities at the regional level. Replicating the methodology used by Coduras, Urban, Rojas and Martínez (2008) in Spain, we compare, in an exploratory way, the experience in Chile using data from the Global Entrepreneurship Monitor (GEM). The main results indicate that there is low interaction between entrepreneurs and universities and there is not enough impact to significantly affect entrepreneurial activity. Moreover, entrepreneurship education does not increase intentions to be an entrepreneur .
Purpose
– The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE).
Design/methodology/approach
– A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires.
Findings
– There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentations and imaginary case studies had a statistically significant positive relationship with ESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s).
Research limitations/implications
– Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education.
Practical implications
– Lecturers should seek opportunities for attaining business experience through practice and business networks. Institutions should orient lecturers through different teaching styles and train them on how to relate learning outcomes to learning environments as well as investing in learning aids.
Originality/value
– The study provides insights about the most feasible methods of activating ESE in the most practical and efficient ways. It also informs readers about the state of learning technologies from a developing country’s perspective.
Abstract
Purpose – The purpose of this paper is to investigate a model for facilitating employees’ and full-time,
non-business students’ entrepreneurial capabilities during their optional entrepreneurship studies at
one Finnish Open University.
Design/methodology/approach – The case study investigates the course in which transitions
from employees or non-business students to nascent entrepreneurs are presupposed to happen.
The examined phenomenon is the lecturer’s (the author’s) facilitating process. The key method is
to support the ES students in developing their daily practices and reflecting on these from an
entrepreneurial view.
Findings – For the ES students identified as latent nascent entrepreneurs, the development period
facilitated by exploiting small-sized entrepreneurs’ attributes, skills and behaviour mainly awakened
intrapreneurship. Intrapreneurship was an unexpected phase because the lecturer did not offer it as
an alternative. This necessitated the lecturer to investigate her instructions during the ES
students’ development processes to find out the crucial factors that might have awakened their
intrapreneurship.
Practical implications – In the current case, intrapreneurship seems to be an essential phase
between latent nascent and nascent entrepreneurship. Therefore, it is important to note the elements in
the facilitation process that may strengthen intrapreneurship. The implications of latent nascent
entrepreneurs’ entrepreneurial processes should be further investigated, whether strengthening
intrapreneurship would produce more nascent entrepreneurs than processes without noticing
intrapreneurship.
Originality/value – Developing and reflecting on one’s practices from an entrepreneurial viewpoint
as an employee or a full-time, non-business student seem worthy of more examinations. Generally,
opportunities for encouraging new start-ups by these people comprise an unknown area when
considering supported entrepreneurial processes.
Nowadays, entrepreneurship has become an important concept in economic, social, and political aspects of our lives. In addition, research on entrepreneurship and significant factors which influence entrepreneurs’ intention has become a topic of interest for scholars in many countries. In the past few years, the number of universities offering entrepreneurship courses have increased dramatically, which indicates the increasing importance of entrepreneurship in social, economic, and political dimensions. This research in entrepreneurship has adopted intention models based on Ajzen’s theory of Planned Behavior and aims to find out the relationship among influential factors of entrepreneurial intention (i.e., education, previous experience, attitude, subjective norms, and perceived behavioral control) and investigate their effects on entrepreneurial intention. The study was carried out with postgraduate students and the data was collected from 380 male and female master students in Universiti Teknologi Malaysia (UTM) who were in their final year of study. The results showed that there were statistically positive significant relationships among education, subjective norms, and perceived behavioral control of postgraduate students. However, there was no statistical relationship between education and attitude. The results might be helpful for the governments and university policy makers who try to motivate students to become entrepreneurs.
This article explores links between entrepreneurship education (EE) participation, alertness and risk-taking skills and the intensity of entrepreneurial intention relating to becoming an entrepreneur. Guided by insights from human capital and socially learned stereotypes theories, we conceptualize and test novel hypotheses that consider the potential moderating effect of gender and participation in EE. Business students participating in EE modules were compared with engineering students excluded from such programmes. Hierarchical regression analysis revealed that EE students reported high intensity of intention; however, EE did not generate equal benefits for all students. Women were significantly less likely to report high intensity of intention; however, those citing the alertness skill were more likely to report high intensity of intention than non-EE women students. Both male EE and non-EE students citing the risk perception skill reported higher intention whereas, women EE students citing the risk perception skill reported lower intention.
Entrepreneurship education has the potential to enable youth to gain skills and create their own jobs. In Tunisia, a curricular reform created an entrepreneurship track providing business training and coaching to help university students prepare a business plan. We rely on randomized assignment of the entrepreneurship track to identify impacts on students’ labor market outcomes one year after graduation. The entrepreneurship track led to a small increase in self-employment, but overall employment rates remained unchanged. Although business skills improved, effects on personality and entrepreneurial traits were mixed. The program nevertheless increased graduates’ aspirations toward the future.
Purpose
– The purpose of this paper is to reveal how managers of small- and medium-sized enterprises (SMEs) can utilise their participation in research-based training to enable innovation and growth.
Design/methodology/approach
– Action research and action learning from a longitudinal study of ten SME managers in the wind turbine industry are applied to reveal SME managers’ learning and the impact of the application of learning in the wind turbine industry.
Findings
– The findings of this study show that SME managers employ a practice-shaped, holistic, cross-disciplinary approach to learning. This learning approach is supported by theory dissemination and collaboration on perceived business challenges. Open-mindedness to new learning by SME managers and to cross-disciplinary collaboration with SME managers by university facilitators/researchers is required.
Research limitations/implications
– The research is conducted within the wind turbine industry, in which intense demands for innovation are pursued. The findings require verification in other industry contexts.
Practical implications
– This research contributes strategies for SME managers to utilise research-based training and for universities regarding how to work with SME training. In addition, public bodies can enhance their understanding of SMEs for innovation and growth. The learning approach that is suitable for specialisation in larger organisations is not suitable in the SME context.
Social implications
– SME learning is enhanced by a social approach to integrating essential large-scale industry players and other SME managers to create extended action and value from learning.
Originality/value
– The findings reveal the need for extended theory development for and a markedly different approach to SME training from that used for training managers in larger companies. This topic has received only limited attention in previous research.
Purpose
– The purpose of this paper is to explore the impact of common undergraduate entrepreneurship classroom activities on students’ motivational processes related to entrepreneurial careers.
Design/methodology/approach
– In total, 700 undergraduate students from a variety of majors at a large midwestern university in the USA were invited to take a web-based survey. They were asked to indicate which experiential activities they would participate/were participating in as part of their program.
Findings
– The findings show that students’ entrepreneurial self-efficacy (ESE) is a driving force in classroom activities enhancing students’ intentions. However, the authors also found that the type of classroom activities that are common in entrepreneurship education negatively impact students’ ESE.
Research limitations/implications
– The generalizability is limited to the US region and the link from intention to behavior goes untested, but results strongly supported the adoption of social cognitive career theory to the entrepreneurship domain.
Practical implications
– This study lends support to the argument that promoting the learning process in entrepreneurship education should focus on real-world experience, action, and reflective processes to engage students in authentic learning, which should lead to greater entrepreneurial abilities and propensity, and eventually to enhanced entrepreneurial performance, which benefits individuals and societies.
Social implications
– This study suggests that the goals and pedagogical approaches to teaching entrepreneurship are issues that educators may need to revisit and update if the economic benefits of entrepreneurship are to be fully realized.
Originality/value
– While the relationship between entrepreneurship education and entrepreneurship activity is well documented in extant literature, this study found that activities that are common in entrepreneurship education may negatively impact students’ ESE and need to be further explored.
Using of the case of Universiti Utara Malaysia (UUM), this study aims to estimate the factors that influence the entrepreneurship career choice among UUM students and graduates, in particular, the effect of educational factor on the probability that a graduate will choose entrepreneurship as his or her career. Results of descriptive statistics reveal that the tendency of choosing entrepreneurship as career is high among the sample and it is associated with gender, ethnic groups, degree, CGPA and family entrepreneurship experiences. Nevertheless, the estimated Multinomial Logit model indicates that the significant factors are entrepreneur education, family entrepreneurship experiences and economic factor (proxy by intention to start a business upon graduation). The significant of educational factor implies that the educated entrepreneur can be cultivated and this empirical result supports the current policy of Malaysia government to grow the graduate entrepreneur through education. The findings of this paper suggest that entrepreneurship should be viewed as an important career choice among the university students and graduates. This career choice is seen as a choice that could improve the economy performance, particularly to the labor market because the entrepreneurship activity is able to create more jobs and prosperous.
The growing attention to entrepreneurship education has caused a debate about whether entrepreneurship education can affect entrepreneurial behavior. We use a quasiexperimental design, comparing a MSc entrepreneurship program with a comparison group from a MSc supply-chain management program to test the effectiveness of entrepreneurship education, relying on the theory of planned behavior (TPB). The findings suggest that entrepreneurship education is effective. Specifically, students participating in entrepreneurship education show an increase in attitudes and perceived behavioral control. Furthermore, they have higher entrepreneurial intentions at the end of the program. Finally, entrepreneurial intentions mediate the effect of entrepreneurship education on subsequent behavior associated with the creation of new business ventures. These results suggest that entrepreneurship education emphasizes increasing antecedents of intentions and behavior.
Student-led clubs that seek to enhance entrepreneurial learning can be found in many universities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning; it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature, a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs ‘entrepreneurship clubs’ and ‘Enactus clubs’ and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately, the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.
Purpose
A career at the professional, elite level in sports does not last forever. One way or another, the day comes when players have to hang up their boots and move on, but to what? Some stay in the sport as managers or coaches, become broadcast announcers, or use their name recognition to pitch a product. However, for many their future opportunities lie in entrepreneurship. This paper explores the concept of the entrepreneurial learning needs of professional rugby players preparing for a career transition and asks the following questions: What are the specific needs of professional athletes in relation to entrepreneurial learning?; and, what are the key elements of designing an entrepreneurship programme to meet these needs?
Design/methodology/approach
We adopted an interpretivist philosophical standpoint for this research, with an inductive research approach to explore various components of a tailored entrepreneurship training programme called the “Certificate in Enterprise Potential” (CEP) using the process of emergent inquiry. This programme was designed specifically for professional rugby athletes in Ireland. In gathering the data for the case study, we pursued established principles of data collection, and used multiple sources of evidence.
Findings
The findings provide evidence of the entrepreneurial learning needs of professional athletes in career transition and identifies the key elements to be considered when designing an entrepreneurship programme to meet these needs. The findings are presented under the headings context, objectives and outcomes, audience, content, pedagogy, assessment and evaluation.
Research limitations/implications
There are multiple implications from this study. For entrepreneurship educators, the various components of designing a tailored entrepreneurship programme for professional athletes are identified and outlined. For researchers, it opens the door for research with other sports people from different contexts. For professional athletes and professionals working with athletes, it provides evidence of a non-athletic and an entrepreneurial career transition model that builds on the player’s social identity, social networks and taps into an existing HEI entrepreneurship ecosystem. The research was confined to a single case study for a specific target audience and needs replication with other cohorts in order to reduce the chance of these findings being unique to one single case.
Originality/value
This paper focuses on the career transition and mid-career aspect of entrepreneurship education and in particular the career transition needs of the professional athletes. These findings provide a deeper understanding of mid-career entrepreneurship education, specifically in the contexts of professional athletes and HEI's. Many athletes are forced to end their sporting careers early and with little hope of a meaningful or alternative long term career options. This paper goes some way in addressing this concern.
Orientation: Little research has been done into the impact of entrepreneurial education and entrepreneurial role models on entrepreneurship as a career choice, especially in developing countries.
Research purpose: The purpose of the study is to firstly explore the differences in entrepreneurial intentions between entrepreneurship students and non-entrepreneurship students, and secondly to investigate the relationship between entrepreneurial education and entrepreneurial intentions as well as between role models and entrepreneurial intentions.
Motivation for the study: There is a need for stakeholders, such as training authorities and training providers, to understand the influence of entrepreneurship education and role models on entrepreneurial career choice. Knowing this could assist in developing and implementing more effective entrepreneurial education programmes.
Research design, approach and method: The study was conducted amongst a convenience sample of 269 final-year students, of which 162 (60.2%) were entrepreneurship and 107 (39.8%) non-entrepreneurship students from a higher education institution in Johannesburg. The entrepreneurial intentions of entrepreneurship students were compared with those of non-entrepreneurship students. The findings of the study suggest that entrepreneurship students have stronger entrepreneurial intentions than non-entrepreneurship students, and that there is a positive relationship between entrepreneurship education and entrepreneurial intentions and between role models and entrepreneurial intentions respectively.
Practical/managerial implications: Entrepreneurship stakeholders can use the findings of the study to improve curriculum design, delivery methods and assessment strategies in their efforts to advance entrepreneurship.
Contribution/value-add: The findings of the study suggest that entrepreneurship education and role models can influence students’ entrepreneurial intentions in a developing country.
As part of its SME development agenda in the country, the Malaysian government promotes entrepreneurship asa career among university students by offering educational programs at local universities in form of core subjectsor part of the curriculum. Nevertheless, the impact of this strategy has not been satisfactory as these programshave not been able to encourage young graduates to venture into entrepreneurial activities. Young entrepreneursoften lack the capital for starting a business or face technical problems in executing and developing a businessidea. To help young entrepreneurs overcome these obstacles, government business support services (GBSS) hasbeen set up to provide them every possible help to start their own business. This paper examines if knowledge ofGBSS is a positive factor that can assure young graduates of receiving the requisite support and encourage themto set up their own business. Using a quantitative technique, this study measures the impact of awareness ofGBSS, product knowledge and procedural knowledge of acquiring the services among potential graduates ontheir intention to pursue a business opportunity. Data analyses were conducted via two principal stages usingSPSS 19.0 and Smart PLS 2.0. This study found that while awareness of the GBSS and knowledge about theprocedure of acquiring a service affect the readiness of potential entrepreneurs to venture into their own business,interestingly, product knowledge about the service offered did not have a significant impact at all.
Opportunity identification is emerging as an important content area in entrepreneurship education. We propose that opportunity identification is a competency that can be developed as are other unique competencies and that the entrepreneurship classroom is an appropriate venue for developing the skills necessary to improve the ability to identify opportunities. Using a variation of a Solomon Four Group Designed experiment, our results show that individuals can learn processes of opportunity identification and improve both the number of ideas generated and the innovativeness of those ideas. In addition, the results indicate that a predisposition toward innovation does not significantly alter the ability to learn processes of opportunity identification.
Purpose
– The purpose of the present empirical study is to investigate the relationship between education in entrepreneurship and entrepreneurial behaviour and compare the effectiveness of frequently used entrepreneurship education teaching approaches.
Design/methodology/approach
– Hypotheses are derived from the “Theory of Planned Behaviour” (“TPB”), which suggests that education in entrepreneurship is positively related to attitude (“A”), subjective norm (“SN”) and perceived behavioural control (“PBC”); that the effect on A, SN and PBC is stronger for extensive courses in entrepreneurship than for more superficial forms of educational efforts; and that education only influences entrepreneurial intentions indirectly through the effect on A, SN and PBC. The hypotheses are tested using data from two different surveys, one from Belgium and one from Norway.
Findings
– None of the hypotheses are supported. However, the findings from the study indicate a strong direct relationship between participation in extensive education programmes in entrepreneurship and entrepreneurial intention.
Research limitations/implications
– Additional empirical evidence would be required to confirm these results and help to improve our understanding of the validity bounds of the TPB in the field of entrepreneurship.
Practical implications
– The findings indicate that educational programs or events of limited duration have a rather limited usefulness and that efforts should rather be directed on programs of longer duration. This would, for instance, speak for a re-orientation of some policies like those financing short seminars on venture creation for unemployed people.
Originality/value
– Using data from two different surveys, one from Belgium and one from Norway, this study raises questions about the sufficiency of the TPB.
Higher Education Institutions (HEIs) have increasingly utilized experiential approaches in business education; however, some researchers have suggested that further research is required to investigate the effectiveness and student reaction to such approaches. The aim of this study is to determine the impact of an experiential learning approach on the perceived development of entrepreneurial traits and to measure the level of both student engagement and satisfaction. The approach was designed and tested during a Higher National Diploma (HND) entrepreneurship module in a British HEI. Traditional taught sessions were blended with applied activities that required students to utilize the skills they learned to complete steps of the activities, which increased in length and complexity. Results found both a high level of student satisfaction and engagement and the belief that the module's experiential approach had, in many instances, helped to develop entrepreneurial traits. Successful practice and modifications are discussed.
The main objective of the study was to investigate the impact of entrepreneurship education on the entrepreneurial intentions of university students to start a new venture using Linen’s model. The methodological approach involved analysis of a paper and pencil close ended questionnaire distributed to undergraduate students in their last year in a private Egyptian university from three faculties. The findings suggest positive relationship between entrepreneurship education and intentions and perceived desirability while no relation existed with perceived feasibility or self-efficacy. Given the significance and importance of entrepreneurship, it is desirable to reform the educational system to encourage creativity and innovativeness of students.
Purpose
– Universities provide entrepreneurship-specific education (ESE) to equip students with the skills required to pursue entrepreneurial careers in new firms and innovative private and public sector organizations. Building upon insights from entrepreneurial event theory, cultural values theory and human capital theory, the purpose of this paper is to explore the linkage between perceived local cultural environment, ESE investment and the intensity of entrepreneurial intention with regard to becoming an entrepreneur.
Design/methodology/approach
– Survey information from 321 students from three universities in the Ukraine was hand collected. Hierarchical multiple ordinary least squares regression analysis and slope analysis were used to test presented hypotheses.
Findings
– Analysis revealed that students who cited a perceived desirability and perceived feasibility for entrepreneurship, initiative taking culture and participation in ESE reported significantly higher intensity of entrepreneurial intention. Conversely, students who cited the capability beliefs culture factor reported significantly lower intensity of intention. ESE interactions with perceived cultural factors as well as perceived desirability and perceived feasibility for entrepreneurship were not significantly associated with higher intensity of entrepreneurial intention.
Research limitations/implications
– This study was limited to three universities in the Ukraine and university students who followed business or engineering courses. The generalizability of the findings might be limited to this context. Additional quantitative and qualitative research is warranted to explore the external validity of presented findings with regard to other countries, universities and courses.
Practical implications
– Practitioners in transition economies are seeking to increase the rate of new firms formation in order to encourage economic development and to reduce social and regional inequality, but they also want existing organizations to grow utilizing the skills and capabilities of talented graduates with transferable skills. This study has confirmed that it is unrealistic to assume that ESE alone can alleviate cultural barriers to an entrepreneurial intention. The authors detected that participation in ESE was associated with higher entrepreneurial intention, but failed to highlight the specific entrepreneurial skills and capabilities associated with a higher entrepreneurial intention.
Originality/value
– The authors extend the conceptual base by exploring novel hypotheses relating to the assumed direct role ESE plays in promoting a higher intensity of entrepreneurial intention in a transition context. Notably, the authors propose that ESE will moderate the relationships between the cultural factors perceived by students and their reported intensity of entrepreneurial intention. The authors suggest that ESE can raise awareness of positive cultural values that stimulate an entrepreneurial intention. In addition, the authors suggest that ESE can foster the accumulation and mobilization of skills, capabilities and knowledge required to circumvent attitudinal and resource barriers to enterprise.
Our knowledge about the relationship between entrepreneurship education and entrepreneurial intentions is limited. This paper explores and evaluates entrepreneurial intentions and their antecedents among students at a US university by building on Fishbein and Ajzen's (1975) model. In doing so, it contributes to our understanding of how education affects students' attitudes and self-efficacy toward entrepreneurship. It also examines the role of family background, experience and ethnic origin, in affecting attitudes, norms and intentions. Findings highlight the impact of education and ethnic origin on entrepreneurial intentions, and suggest that cultural and socio-economic factors remain important to a study of entrepreneurial intent.
Purpose
Facing the multiplication of entrepreneurship education programmes (EEP) and the increasing resources allocated, there is a need to develop a common framework to evaluate the design of those programmes. The purpose of this article is to propose such a framework, based on the theory of planned behaviour (TPB).
Design/methodology/approach
TPB is a relevant tool to model the development of entrepreneurial intention through pedagogical processes. The independent variables are the characteristics of the EEP and the dependent variables are the antecedents of entrepreneurial behaviour. To illustrate and test the relevance of the evaluation methodology, a pilot study is conducted.
Findings
Data are consistent and reliable, considering the small scale of this experiment. The EEP assessed had a strong measurable impact on the entrepreneurial intention of the students, while it had a positive, but not very significant, impact on their perceived behavioural control.
Research implications/limitations
This is a first step of an ambitious research programme aiming at producing theory‐grounded knowledge. Reproduction of the experiment will allow researchers to test how specific characteristics of an EEP influence its impact and how the impact differs across several cohorts of students. Those comparisons will serve to improve a priori the design of EEP.
Originality/value
The new methodology is built on a robust theoretical framework and based on validated measurement tools. Its originality is about a relative – longitudinal – measure of impact over time and a particular use of the theory of planned behaviour which is seen as an assessment framework.
Common pedagogical approaches to entrepreneurship education include business plan writing, case studies, consulting, and simulations. Yet, in effect, these learning vehicles are simply proxies for the venture launch process. Operating under the assumption that learning entrepreneurship is a complex endeavor best addressed by a portfolio of pedagogical techniques, some instructors have experimented with launching student businesses in addition to traditional approaches.The challenge is how to do this with inexperienced undergraduate students within the confines of a 15-week semester. Included in the article are an outline of the process, a qualitative assessment of student learning, and suggestions for further research.
Purpose
– The purpose of this paper is to examine the effectiveness of smartphone apps in fostering effectual thinking. The paper considers both the effectual development of entrepreneurial ideas and the associated change in entrepreneurial confidence and perceived entrepreneurial skills of students at a UK Higher Education Institution.
Design/methodology/approach
– The research was conducted with 60 first year undergraduate management students who had not previously undertaken enterprise education. Students were divided into three groups: the first was given a process-based briefing on developing entrepreneurial ideas; the second the process-based briefing and an additional method-based briefing on developing entrepreneurial ideas; while the third the same process-based briefing and use of the smartphone application as a method-based learning tool.
Findings
– The results show the value of method-based teaching and the potential value of smartphone based learning tool to support independent method-based learning. Compared to the process-based approach, the method-based approach is shown to have an increased effect on the development of entrepreneurial ideas, as well as increasing entrepreneurial confidence and entrepreneurial skill of the participants.
Practical implications
– Implications for the future development of enterprise and entrepreneurial education are presented, referring to factors which enable entrepreneurial ideas to be developed and how pedagogical approaches shape this.
Originality/value
– The study adds to the emergent literature on enterprise education by evidencing the need to develop new approaches and identify in what ways these may be informed by a more effectual approach.
We build two different frameworks of analysis in order to examine recent literature on entrepreneurial education at two levels: (i) theoretical contributions, and (ii) emerging challenges and solutions in the entrepreneurial classroom. These simple frameworks are used to classify and analyze articles published on the subjects of entrepreneurship education, encompassing methodologies, theories, contents, frameworks and evaluation of programs/subjects, selected from a wide range of journals in the fields of Management and Education over the period 2000-2011.
Purpose
– This paper aims to clarify the impact of the entrepreneurial training on a Tunisian trainee’s entrepreneurial cognitions and intention. An interactive cognitive perspective was adopted to test the interaction effect between the entrepreneurial cognitions: the perceived entrepreneurial self-efficacy, the perceived entrepreneurial feasibility and entrepreneurial desirability. A research model was built showing several relationships between entrepreneurial training, cognitions and intention.
Design/methodology/approach
– A survey was conducted on a convenience sample of 240 participants in four business incubators. The maximum-likelihood test was used as a structural equation modeling method to test the model.
Findings
– The results show the importance of the entrepreneurial training in the development of entrepreneurial cognitions. Further, the findings, to some extent, validate the interaction between the entrepreneurial cognitive patterns. However, entrepreneurial intention was only predicted through the entrepreneurial desirability. Several implications are discussed at the end of this paper.
Practical implications
– The findings seem interesting insofar, as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment.
Originality/value
– The significant impact of the entrepreneurial training on trainees’ cognitions should encourage governments and incubators to promote entrepreneurial training programs to enhance the youths’ willingness to create their own businesses. The findings in this paper seem interesting insofar as they show the importance of entrepreneurial trainings in the entrepreneurial intention development through the enhancement of desirability. This process can be triggered by a training program that contains case studies, success stories and conferences to make the youth enthusiastic about self-employment.
Purpose
– The purpose of this paper is to increase the understanding of how entrepreneurial potential is developed among young people. Changes in individuals’ entrepreneurial intentions and the antecedents of intentions are investigated, as well as the impact of entrepreneurship education on the changes.
Design/methodology/approach
– Ajzen’s Theory of Planned Behavior (TPB) is applied. Longitudinal data from 197 HE students, in their first and third year of studies, is examined using path analysis.
Findings
– Overall the entrepreneurial intentions of HE students decreased over time. Intentions decreased particularly for those with high initial level of intentions, whereas the group with increasing intentions rose from low to neutral level of intentions. Changes in attitudes and perceived behavioral control have a significant positive impact. Versatile entrepreneurship courses have direct effect on changes in attitudes. Changes in attitudes have a dual role, as they influence change in both intentions and perceived behavioral control. The developed model explains 19 percent of the variance among women and 28 percent among men, suggesting gender differences in development of intentions.
Research limitations/implications
– Only one way of developing entrepreneurial potential in young people (i.e. education) is covered. The empirical sample is limited to one university.
Practical implications
– The results suggest versatile methods of entrepreneurship education are more effective in developing intentions than perhaps purely active modes. Gender differences should be considered when designing interventions to foster entrepreneurial potential.
Originality/value
– The research confirms with longitudinal individual-level data the applicability of TPB on entrepreneurial intentions and demonstrates the mediated impact of versatile entrepreneurship courses on changes in intentions.
Purpose
– Intentions capture the motivational factors that influence a given behavior and indicate how hard a person is willing to try in order to perform the behavior. An individual's entrepreneurial intentions are a function of the perceived feasibility and desirability of engaging in a particular entrepreneurial behavior. Because they are perceptual factors, the processes of assessing feasibility and desirability of entrepreneurial behaviors tends to be limited to the cognitive abilities of the specific individual. The purpose of this paper is to use an experimental manipulation to illustrate to students how the simple act of planning can dramatically influence entrepreneurial intentions.
Design/methodology/approach
– This paper draws from two sections of undergraduate study-abroad students who developed a severe craving for American foods they missed. Both sections assessed the desirability and feasibility of a particular entrepreneurial behavior (organizing an event to get the missed food), but one section was provided with a half-hour of classroom time to plan for the event.
Findings
– The group of students who engaged in planning activities was significantly more likely to view the behavior as feasible and, in turn, had significantly higher intentions to engage in the behavior. This experiment provided a simple but powerful demonstration to students of how important a role planning plays in shaping entrepreneurial intentions.
Originality/value
– This study offers a pedagogy that uses students both as participants and the primary audience of a manipulation of perceived feasibility and entrepreneurial intentions. Conducting this simple experiment and sharing the results with students provides dramatic evidence of the power of simple planning.
Purpose
– The purpose of this study is to explore psychological ownership (PO) during team-based projects as part of entrepreneurship education.
Design/methodology/approach
– The critical incident technique using semi-structured interviews was adopted on a sample of 20 participants involved in team-based entrepreneurship education activities. From reported critical incidents interpretation of the participants’ perceived ownership behaviour centred on: “what” participants perceived they owned; “when” PO occurred; and “how” they perceived that ownership.
Findings
– Different forms of collective and individual levels PO exist as an important element in the context of team-based entrepreneurship education activities. The form of PO changes at junctures during different stages of team-based entrepreneurship education activity. Moreover, PO is heavily influenced by a range of individual and group-based factors, specifically the social interaction at the start of such projects and self-reflection towards the end.
Research limitations/implications
– Further investigations might be made on the measures of PO, and on the relationship between PO and learning outcomes in entrepreneurship education. The impact of group dynamics and culture on the formation of PO should be addressed.
Practical implications
– As an important element for effective entrepreneurship education, PO should be promoted through team oriented, authentic and experiential activities allowing nurturing and encouraging contacts with various stakeholders. Such activities should also be reflective, allowing rotation of team roles, and extending over a longer time horizon.
Originality/value
– This study is an attempt to empirically examine the role of PO in entrepreneurship project teams. It also contributes to our understanding of the dynamic nature of PO through social interaction and reflection.
A new educational approach to sustainable development is emerging in the entrepreneurship literature. However, because business schools encourage a profit-first mentality', critics question their ability to deliver sustainability-related education programmes. This article adapts the theory of planned behaviour to examine attitudes to an entrepreneurial form of sustainability education. The relationship between nascent entrepreneurs' intentions to exploit learning and the extent of a profit-first mentality is examined. The study utilises data from 257 nascent entrepreneurs participating in a business start-up programme. Structural equation modelling is used to test a series of hypotheses which examine links between sustainability education and nascent entrepreneurs' attitudes. The results indicate a strong relationship between perception of learning benefits and intentions of nascent entrepreneurs to exploit those benefits. Although a profit-first mentality is negatively related to perceptions of benefit, learning itself is not affected. The results have implications for research, policy and the practice of entrepreneurship education.
Contemporary entrepreneurship education (EE) is often based around a team-based challenge such as creating a new venture or solving a startup problem. A creative and professional solution to such a challenge requires individual and team efforts. At the level of the individual student, self-regulated learning (SRL) is proposed as an effective way to learn in entrepreneurial projects. At the level of a student team, team learning and psychological safety are hypothesized to contribute to group performance. Yet, there is little evidence to support these claims.
Purpose – The paper examines the proportion of HE graduates in Norway who have undertaken different forms of entrepreneurship education and how comprehensive the entrepreneurship education has been. The main purpose is to investigate the possible benefits and effects of entrepreneurship education in terms of learning outcome and the propensity to start their own business.
Design/methodology/approach – A representative survey among higher education graduates (N=2827) is used to present reliable estimates on the prevalence of entrepreneurship education within HE. The study provides a comparison of entrepreneurship graduates with other graduates in terms of the propensity to establish their own business or planning to do so. The study also examines the learning outcomes of entrepreneurship education as the entrepreneurship graduates are asked several questions concerning this, e.g. whether it was useful for establishing own enterprise or whether it increased their creative and innovative abilities.
Findings – The proportion of entrepreneurship graduates who are self-employed is very low and is not higher than for other graduates. The results indicate that entrepreneurship graduates to a certain extent are more interested in setting up their own company in the future, but this tendency is much lower than what is found in other European studies. Further, the reported learning outcome of the entrepreneurship education is not large. But entrepreneurship education, especially if it is of a certain type and scope, contributes to an increase in 'generic' entrepreneurial skills. Most entrepreneurship students participated in rather short entrepreneurship courses, with lesser benefit.
Research limitations/implications –The positive effect of entrepreneurship education on the graduates’ future plans with respect to starting their own business may partly be subject to self-selection. Further, the quality of entrepreneurship education in terms of academic content and teaching and learning methods needs further attention.
Practical implications – The overall results indicate that it would make more sense for some students to take a more comprehensive entrepreneurship education rather than that many more students taking some entrepreneurship education. This should be of interest to academia and policy makers. Further, it is primarily participation in education through (not about) entrepreneurship that increases the outcome in terms of generic entrepreneurial or innovative skills. This can be important information for the future development of entrepreneurship education.
Originality/value – The effect of entrepreneurship education on graduates’ entrepreneurial intentions is examined by use of a representative sample and when comparing entrepreneurship graduates with other graduates within the same fields and types of study. Thus, generalized conclusions can be drawn. The learning outcomes are measured when taking into account the length and type of entrepreneurship course.
Tertiary education in terms of entrepreneurship is not adequate to stimulate entrepreneurial activity in South Africa. By assessing the effect and successfulness of tertiary modules offered in entrepreneurship (and in this case specifically corporate entrepreneurship) an improvement can be made to these courses which would lead to increased entrepreneurial activity. The purpose of this paper is to determine the effect of a corporate entrepreneurship module that has been offered to master's level students. The research is designed as a formal study where stated hypotheses are tested to demonstrate if there is a statistical significant difference between the corporate entrepreneurial style and personality of students (over a period of three year) before and after they have completed a master's level module in CE. A pre-and post test were conducted over a period of three years (2007 – 2009). A self-administered questionnaire was used to obtain the data. A judgemental purposive sampling technique was used and the sample consisted of 101 students. The results indicated that there is a statistical significant difference between the corporate entrepreneurial styles and personalities of students that have completed the course as well as the Intrapreneurial Performance Index. It is recommended that tertiary institutions, specifically in South Africa, must adopt a corporate entrepreneurship module in their post-graduate programmes which will assist to equip employees to become more entrepreneurial within existing businesses.
Purpose
– The purpose of this paper is to examine the use of income generation projects as a pedagogic method to assess students’ learning about social enterprises. The authors are interested in how and why this innovative approach might improve students’ understanding of the different aspects and attributes of social entrepreneurship.
Design/methodology/approach
– The study used thematic analysis of qualitative data comprising the reflective logs of 87 students on an undergraduate entrepreneurship module in a university business programme. The major attributes of social entrepreneurship were identified from a review of literature, and the paper uses the logs to judge whether students had learnt about these attributes.
Findings
– The results show that students developed an understanding concerning social enterprises’ diverse stakeholder environment, market needs, social enterprises’ ideological foundations, resource mobilisation processes and performance measurement – both social and financial. In addition, they developed skills in reflection and self-awareness, communication, empathy and the generation of new ideas.
Research limitations/implications
– The study is limited in that it focused on only one cohort of students, undergraduates. The authors cannot claim that the findings are generalisable to other students or contexts.
Practical implications
– Students are better able to understand the needs and values of social enterprises. However, this is a resource intensive process for educators with implications for curriculum design and management.
Social implications
– This study sheds new light on how experiential learning helps to raise students’ awareness of social enterprises.
Originality/value
– This study sheds new light on how experiential learning in the form of income generation projects helps to raise students’ awareness of social enterprises. Its value lies in helping to develop a novel and effective pedagogy for entrepreneurial learning.
The debate surrounding the value of entrepreneurship education is growing. There is a widely held belief that the number of students starting a business immediately after graduation is minimal. Thus, questions are being raised about the ‘value’ an entrepreneurial education provides. Though the extant literature abounds with studies of the mechanics of entrepreneurial education, few query students about the perceived value they received from it. Our study addresses this gap by assessing the value of a Master of Entrepreneurship programme via the use of student reflections. The main benefits that graduates gained are increased confidence, insights into the feasibility of their new venture idea, entrepreneurship knowledge and skills, an appreciation of what it is like to be an entrepreneur, and solutions to practical problems. However, few students appear to appreciate the long-term benefits of networking with visiting entrepreneurs, guest speakers, lecturers, and fellow students. Implications for entrepreneurship education research and practice are discussed.