Adaptation of an entrepreneurship education self-assessment scale at the tertiary level into Turkish

Many universities in developing economies are now recognising the role of the university in entrepreneurship education and development of key entrepreneurial skills by students. Consequently many universities in these nations are expanding the curriculum contents of entrepreneurship courses and training to help students develop these key skills. As a student entrepreneur it is important that students are taught the capabilities of instantly thinking outside the box which also involves empathising in order to visualize the various outcomes. Often from these challenges a student entrepreneur can take advantage of opportunities, if they are taught how to engage empathy to clearly see them. Therefore, the goal of this paper was to examine the influence of empathy among university students as a determinant of creation of successful and innovative students' start-ups. The moderating role of experiential learning was also assessed. To achieve this goal, a sample size of 357 students of Covenant University in Nigeria, was used. The data collected were analysed by means of regression analysis and Hayes process macro. The result showed that empathy has positive significant effect on students' start-ups among university students (p < 0.05) and experiential learning moderated the relationship between empathy and students start-ups among university students. Based on the findings the study concluded that university managers and other stakeholders in developing countries may expand entrepreneurship training and education curriculum contents based on the development of empathy as an entrepreneurial skill. The findings also indicated that that moderate levels of experiential learning activities are required to achieve best results. Therefore, university managers and other stakeholders may expand the curriculum of entrepreneurship training and education regimes to cover the development of empathy as an entrepreneurial skill. It is important to state that empathy is an entrepreneurial skill that can be developed hence, teaching empathy as a theme targeted at the creation of creative start-ups is considered favourable in this regard.

Many universities in developing economies are now recognising the role of the university in entrepreneurship education and development of key entrepreneurial skills by students. Consequently many universities in these nations are expanding the curriculum contents of entrepreneurship courses and training to help students develop these key skills. As a student entrepreneur it is important that students are taught the capabilities of instantly thinking outside the box which also involves empathising in order to visualize the various outcomes. Often from these challenges a student entrepreneur can take advantage of opportunities, if they are taught how to engage empathy to clearly see them. Therefore, the goal of this paper was to examine the influence of empathy among university students as a determinant of creation of successful and innovative students' start-ups. The moderating role of experiential learning was also assessed. To achieve this goal, a sample size of 357 students of Covenant University in Nigeria, was used. The data collected were analysed by means of regression analysis and Hayes process macro. The result showed that empathy has positive significant effect on students' start-ups among university students (p < 0.05) and experiential learning moderated the relationship between empathy and students start-ups among university students. Based on the findings the study concluded that university managers and other stakeholders in developing countries may expand entrepreneurship training and education curriculum contents based on the development of empathy as an entrepreneurial skill. The findings also indicated that moderate levels of experiential learning activities are required to achieve best results. Therefore, university managers and other stakeholders may expand the curriculum of entrepreneurship training and education regimes to cover the development of empathy as an entrepreneurial skill. It is important to state that empathy is an entrepreneurial skill that can be developed hence, teaching empathy as a theme targeted at the creation of creative start-ups is considered favourable in this regard.

Purpose– The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.Design/methodology/approach– This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.Findings– Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.Research limitations/implications– The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.Practical implications– The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.Originality/value– The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

The growth of entrepreneurship in Malaysia and the number of enterprises being created in the last decade are evidence of sheer amount and variety of supporting mechanisms and policies established by the government. These include funding, physical infrastructure, trade advisory and support, and entrepreneurship education to ensure that challenges in the national and global markets can be faced and abated with equipped knowledge and support. To nurture and sustain entrepreneurial education and related initiatives, the Malaysian Government has pushed forward the transformation of teaching and learning focusing on entrepreneurial skills in the National Higher Education Action Plan 2007–2010. Thus, the most significant endeavor is the emergence of a formal entrepreneurial education at the local higher education institutions (HEIs) in Malaysia. In the past 5 years, entrepreneurship education has grown dramatically in Malaysia resulting to 19 universities offering entrepreneurship education and training. Furthermore, in the Malaysia Education Blueprint 2015–2015, the government’s aspiration is to instill an entrepreneurial mindset throughout Malaysia’s higher education system. Such programs introduced at the tertiary level are to encourage the young generation to delve themselves into becoming “job creators” rather than “job seekers” by channeling and realizing their untapped potential to innovate creating economic and commercial value. Positive outcomes from entrepreneurial education would be perceived as a reduction in unemployment levels and job-seeking exercise by university graduates. However, there was a reported increase in the unemployment rate in 2015 of 3.1 % amounting to 400,000 unemployed individuals who have completed their studies in the last 6 months despite being given entrepreneurship education. This chapter intends to discuss the government’s role and initiatives in ensuring that the entrepreneurship education addresses the importance of self-reliance, willingness, and the level of interests of students at universities to embark on entrepreneurship venture upon graduating, thus reducing the dependency of graduates to be employed.

PurposeHaving a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.Design/methodology/approachWe reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.FindingsWe synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.Originality/valueOur framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.

PurposeThe purpose of this paper is to employ a longitudinal approach to assess the effects of entrepreneurship education (EE) on students’ entrepreneurial intentions (EIs) through the constructs of the theory of planned behaviour (TPB), which include attitudes towards behaviour (ATB), subjective norms (SN) and perceived behavioural control (PBC). Specifically, this study aims to achieve two objectives: first, to determine if students’ ATB, SN, PBC and EIs would increase significantly after their exposure to EE; and second, to establish whether students’ ATB, SN and PBC mediate the relationship between EE and their EIs.Design/methodology/approachThis longitudinal study employed a one-group pretest-posttest experimental research design. A self-reported questionnaire was administered to a randomly selected sample of 250 National Diploma students from five polytechnics in the North Central part of Nigeria before and after they were exposed to EE. To achieve the objectives of this study, repeated-measures t-test and partial least squares structural equation modelling were performed using Statistical Package for the Social Sciences and SmartPLS, respectively, for data analysis.FindingsThe results of the paired-samples t-test showed that students’ ATB, SN, PBC and EIs increased significantly after their exposure to EE. Also, further data analysis revealed that EE had a significantly positive relationship with students’ ATB, SN, PBC and EIs. Similarly, the results of the structural model indicated that ATB had a significantly positive link with students’ EIs and also mediated the relationship between EE and students’ EIs. SN and PBC had a positive but not statistically significant relationship with students’ EIs and did not mediate the relationship between EE and students’ EIs.Practical implicationsThe findings of this study provide interesting implications for EE and entrepreneurship policies in Nigeria. More specifically, the findings provide some practical implications for the Nigerian government and the EE curriculum developers. To achieve greater impact of EE on students’ EIs at the tertiary education level, the Nigerian government should incorporate EE into the curricula at the primary and secondary education levels. Equipping students at the primary and secondary education levels with entrepreneurial knowledge, competencies and skills would enable them to develop a strong entrepreneurial mindset even before they gain admission to tertiary institutions.Originality/valueIt is one of the few studies that have tested empirically both the direct and the indirect effects of EE on students’ EIs in a single study. Thus, it helps to further clarify the links between EE and EIs. Besides, it is among the first studies to adopt a longitudinal approach to assess the effects of EE on students’ EIs through the constructs of the TPB (i.e. ATB, SN and PBC) in the Nigerian context.

This research aims to analyze the role of entrepreneurship socialization and education in fostering the entrepreneurial spirit among the millennial generation, with a case study focus in Kelurahan Perdagangan I, Simalungun Regency. Entrepreneurship socialization and education are crucial steps in fostering entrepreneurial awareness and skills, especially for the younger generation who will face economic challenges in the future. This research used a qualitative method with a case study approach. Data were collected through in-depth interviews with program participants, direct observation in the field, and document analysis related to the KKN program in Kelurahan Perdagangan I. The results showed that the program was successful. The results showed that the entrepreneurship socialization and education program implemented through KKN succeeded in increasing participants' entrepreneurial knowledge, interest, and skills. In particular, SMK students showed increased motivation to start a business after participating in entrepreneurship education. The success of the program was supported by active community involvement and a contextually relevant approach. However, there are some challenges, such as limited access to technology and financial resources, that affect the sustainability of entrepreneurial interest among the millennial generation.

In this paper, the implementation of entrepreneurship education on college students analyze the significance, followed by demonstration on the relationship between Ideological and political education and entrepreneurship education. On the ideological and political education in college students analyze the factors restricting the development of entrepreneurship. Analysis on the main problems existing in the entrepreneurship education in Ideological and political education and the causes. Put forward the innovation and entrepreneurship education of Ideological and political education method, has carried on the analysis from six aspects, namely, to optimize the environment of entrepreneurship education, improve education level; optimization of entrepreneurship education form, reform education mode; shape students' entrepreneurial personality, stimulating the entrepreneurial consciousness; strengthening entrepreneurial education troop construction, to ensure the effectiveness of education; the importance of entrepreneurship education and practice method, cultivating entrepreneurial ability; system construction of entrepreneurship education, realize the education standard development.

This article examines the current characteristics of Entrepreneurship Education (EE) at German universities. We first assess the degree of alignment between course objectives and corresponding contents on an individual course level. As a result, we find a low degree of alignment. In the second part of our analysis we show that the German universities in our sample predominantly use internal funds for their EE courses (75%), followed by external state funding (12%) which mostly stems from German federal sources. Moreover, a third of the sample shows a funding mix, with the majority attracting half of their budget from one or two external sources. In the final part of our analysis we assess the implication of the funding type on the design of EE and are able to show characteristic course profiles for two funding types. Overall, this article demonstrates that types of funding are key drivers for EE design, a fact that hitherto has not been accounted for.

This article aims to explore the role of innovation and entrepreneurship education in cultivating entrepreneurial skills and innovative capabilities among college students, and supports this claim through empirical research. It first introduces the definition and importance of innovation and entrepreneurship education, emphasizing its role in fostering students' innovative thinking, creativity, and entrepreneurial potential. Then, from the perspective of students, it discusses the effects of innovation and entrepreneurship education on enhancing their entrepreneurial intentions, knowledge, and skills.

The knowledge, skills, competencies and skills required for entrepreneurship are tools that can be provided through entrepreneurial education. In this research, entrepreneurial intention in university students has been little explored, even though it is viewed as an important potential in business activity. The objective of this study is to identify and analyze whether entrepreneurial education, the university environment and family social capital are determinants of entrepreneurial intention. A study was carried out with a quantitative approach and a cross-sectional design, using the multivariate analysis of linear regression and the analysis of variance (ANOVA) of one factor. A random survey was applied to 384 university students from the southwest of the state of Guanajuato, through google forms. Only 318 surveys were validated, of which 49.4% are of a Higher Technical University level, 33.6% of a bachelor's degree and 17% of engineering. The findings show that entrepreneurial education helps in the development of the initiative in (4.28), the university environment identifies business opportunities (4.19) and the family union promotes entrepreneurship (4.59). In this same sense, six out of 10 students intend to start their own company when they finish their studies. Therefore, a higher positive correlation is observed between the university environment and entrepreneurial education (0.673). The results allow us to affirm that, in the case of men, the university environment has a greater significant influence on their intention to undertake, and for women, entrepreneurial education has a significant impact on their intention to undertake. Finally, family social capital is more favored in the case of men than women. The study has important implications for higher education institutions in terms of analysis, design, and management of entrepreneurial intent. Keywords: entrepreneurial intention, entrepreneurial education, university environment, family social capital.

Entrepreneurship is learned as a course in most universities or colleges across the globe, and Ethiopia is not an exceptional. It is taught to provide students an entrepreneurial skills and knowledge so that they could identify business opportunities, find and gather resources and set up a business to mention a few. However, the impact entrepreneurship education has on university students’ self-employment intention been unclear. The study targeted 2016 graduating class students of Mettu University and Jimma University, Faculty/College of Engineering and Technology, and Business and Economics. To address the issue, primary data were collected from both entrepreneurship students (students who had taken entrepreneurship course- 316 students) and non-entrepreneurship students (students who did not yet take the course-185 students). Having collected data from 501 students, comparison between entrepreneurship and non-entrepreneurship students concerning attitudes towards self-employment, perceived behavior control and self-employment intention were done. In addition, using multiple regressions, impact of attitude, subjective norms and perceived behavior control on self-employment intention also done. Results indicated that participating in an entrepreneurship course or education influence university students’ attitude towards self-employment and self-employment intention. But, it has failed to have an effect on the students’ entrepreneurial skill aspects, indicating that skill components of the entrepreneurship course need to be emphasized in Ethiopian higher learning institutions in order to enable students transform their business idea into reality. Thus, entrepreneurship curriculum needs to be reviewed, and the course should be taught by professionals, university-industry linkage initiatives should be given greater attention and experienced entrepreneurs should be invited to class or workshop in order to impart their experiences to students.

Entrepreneurship is now a very important course in higher education institutions in Nigeria. This has become necessary in view of the high level of unemployment of graduates which has and is still causing youth restiveness. Being enterprising is vital for job and wealth creation as prerequisites for economic and political stability. Universities are power-houses of knowledge, and as such should take a lead in producing graduates with entrepreneurial skills and mindset to tackle unemployment crisis. Using a survey design, the study investigated the level of misconceptions of entrepreneurship education among students; ascertained the extent to which students who offered entrepreneurship education have entrepreneurial mindset; identified the teaching strategies mostly used for teaching entrepreneurship education; and analyzed the contents of entrepreneurship curriculum. Questionnaire items were the instrument used for data collection from 150 randomly sampled students in two faculties at the University of Port Harcourt. Frequencies, percentages, mean scores and z-test were the statistical tools used for analyzing the data. The findings identified six major misconceptions about entrepreneurship education among students. It established that the strategies used for teaching/learning entrepreneurship were not experiential and activity–oriented to enhance active construction of knowledge; and that the focus of the curriculum contents were basically on entrepreneurial learning skills only, although the students have entrepreneurial mindset. The following recommendations were made: (1) The National University Commission (NUC) should liaise with university authorities to collaborate with entrepreneurial experts, curriculum experts, educational technologists, policy-makers and politicians, to form a forum and re-design entrepreneurship education curriculum, paying attention to activities, delivering strategies, and generic skills; (2) Workshops and seminars to be conducted in all faculties where local entrepreneurs from different related fields peculiar to each faculty are invited to share success stories, and business-starting fundamentals to an audience of students and teachers, among others.

In the digital age, China has launched major reform projects in order to strengthen youth entrepreneurship. It is important to identify factors contributing to enhanced youth entrepreneurship intention. Based on the theory of entrepreneurial human capital, this study employs questionnaires from 382 vocational school students to explore the status quo of digital entrepreneurship education and the influence of digital entrepreneurship education, digital entrepreneurial knowledge and skills on digital entrepreneurial intention. Data were collected using a face-to-face questionnaire from management students who had completed a program in digital entrepreneurship. The data analysis design incorporates both exploratory (PCA using IBM SPSS Statistics 26) and confirmatory factor analysis (PLS-SEM using SmartPLS 3). The study results prove the following. First, the participation rate of entrepreneurship education in vocational schools is much higher than in their counterpart (academic schools), with more than half of vocational students reporting having received entrepreneurship education of diverse types. Second, students evaluated themselves with relatively high entrepreneurial skills and intention, although they answered ‘‘unclear’’ to entrepreneurial knowledge and entrepreneurship education. Third, motivation and leadership, as well as enterprise knowledge, play mediating roles through which digital entrepreneurship education affects digital entrepreneurial intention, and represent two types of entrepreneurial human capital-entrepreneurial knowledge and skills. The implications of effective educational implementation are discussed.

This paperexamined the mediating roleof entrepreneurship knowledge and skill acquisition (EKSA) in the interaction between entrepreneurship education (EE) and students' intention to launch a business (SILB), in the case of Nigeria. A quantitative correlational design was adopted for the study. A structured questionnaire was used for data collection. The questionnaire for data collection was validated once by three experts, two from the field of business education and one from the field of measurement and assessment. Pearson's correlation statistic, linear regression statistic and bias-corrected bootstrapping technique were performed to analyse the data collected from a randomly selected sample of 412 university students. The results of the Pearson’s correlation analysis showed asignificant correlation among EE, EKSA and SILB. The results of the linear regression analysis also indicated asignificant association among EE, EKSA and SILB. The results of the bias corrected bootstrapping technique also showed that EKSA mediates the association between EE and SILB. The results showed the extent of association between EE and SILB and offer some logical implications for curriculum designers, university students anduniversity administrators. This study contributed significantly to EE, EKSA and SILB literature.