Assessing the role of entrepreneurship education in fostering innovation and new venture creation: the moderating role of financial literacy

PurposeThis study aims to explore expectation gaps concerning the roles between educators and students in the context of venture creation courses at higher education institutions by investigating their mutual perspectives. The authors seek to answer the following research questions: (1) how is the role expectation toward the entrepreneurship education of teachers different from that of students and (2) what are the consequences of these expectation gaps in entrepreneurship education?Design/methodology/approachThis study applies an explorative qualitative approach. As the research setting, the authors selected an entrepreneurship education course for advanced management students at a German public university. The authors conducted in-depth interviews with both educators and students to examine how role ambiguity emerges in venture creation courses.FindingsThis study identified discrepancies between educators and students in their fundamental assumptions regarding the role of educators and students. Such discrepancies are the autonomy-level assumption gap, capacity assumption gap and learning outcomes expectation gap. Based on the findings, this study develops a framework of expectation gaps between educators and students as sources for role ambiguity in entrepreneurship education by extending the role episode model developed in role theory.Research limitations/implicationsThe findings contribute to the extant literature on entrepreneurship education in several ways. First, this study reveals that students in venture creation programs can encounter role ambiguity due to differing expectations about their role between educators and students, which can negatively affect the students' perception of their learning outcome. Second, this study discovered that the possible discrepancies regarding the fundamental assumptions about the role of educators and students pose a challenge to educators. Third, the findings illuminate the importance of understanding the complex identity of students in the context of student-centered entrepreneurship education.Practical implicationsThis study offers several practical implications for entrepreneurship educators in higher education institutions. First, this study reveals the confusion among students concerning their role in entrepreneurship education. As such, it is recommended that educators explain to students the purpose of the student-centered pedagogical approach and the expected role of students in acting as independent entrepreneurial agents. Second, while student-centered entrepreneurship education is based on the fundamental assumption that students are motivated to develop their own startup projects, educators must consider the nature of students' motivation and their overall student-life situation. Finally, this study demonstrates the importance of creating an active feedback loop so that entrepreneurship teachers can be aware of such perceptional gaps between educators and students and understand the sources of these gaps.Originality/valueWhile the extant literature indicates the existence of perceptual gaps between educators and students in the context of entrepreneurship education, how these gaps emerge and influence the outcome of entrepreneurship education remained unclear. One critical reason for the under-investigation of this issue was that existing studies predominantly emphasize the educators' perspectives, although such expectation gaps can only emerge through the discrepant views of two different parties. This study tackled this research gap by considering the mutual perspective of educators and students by applying role theory.

This study examines the role of entrepreneurship education and prior entrepreneurial experience in venture creation among Ugandan migrant workers in Qatar, where migrants constitute a significant portion of the labour force. Drawing on a sample of 334 Ugandan expatriates, the research examines how these two factors influence their entrepreneurial intentions and outcomes. The findings reveal strong positive correlations between both entrepreneurship education and entrepreneurial experience with venture creation, with education showing a particularly robust effect (β = 0.728, p < 0.001). Regression analysis indicates that these variables explain 94.7% of the variance in venture creation (adjusted R² = 0.947). Despite facing challenges such as limited access to capital, discriminatory practices, and legal barriers, Ugandan migrants, equipped with business education and prior entrepreneurial experience, are well-positioned to establish successful ventures. The study highlights the importance of targeted entrepreneurship education programs and experiential learning opportunities to foster self-employment among migrants. These findings have important implications for policy development, suggesting that supporting migrant entrepreneurship could drive economic growth, improve remittances, and contribute to the broader development goals of both host and origin countries. Future research could expand on these insights by examining the specific barriers and enablers across different migrant groups and host economies. KEY WORDS: Entrepreneurship Education, Entrepreneurial Experience, Venture Creation Ugandan Migrant Workers

Contents: PART I: SETTING THE AGENDA 1. New Venture Creation Research: From Established Perspectives to New Horizons Kevin Hindle and Kim Klyver 2. Mapping the Landscape of New Venture Creation Research Kevin Hindle and Dhafar Al Shanfari 3.Who's Asking the Right Question? Patterns and Diversity in the Literature of New Venture Creation Hans Landstrom and Fredrik A...strom 4. Re-imagining 'The Achieving Society' William B. Gartner PART II: THEORETICAL PERSPECTIVES 5. Gender and New Venture Creation Siri Terjesen, Amanda Elam and Candida G. Brush 6. Transgressive Knowledge Creation in Entrepreneurship Deborah Blackman and Miguel Imas 7. What Does the Economic Literature Contribute to Understanding New Venture Creation? John Legge 8. Modelling the Innovative New Venturing Process in Terms of Dialectical Systemic Thinking MatjaA Mulej and Miroslav Rebernik 9. Social Networks and New Venture Creation: The Dark Side of Networks Kim Klyver, Majbritt Rostgaard Evald and Kevin Hindle 10. Entrepreneurial Commitment and New Venture Creation: A Conceptual Exploration Alain Fayolle, Olivier Basso and Erno T. Tornikoski PART III: DATA and MEASUREMENT 11. Are We There Yet? Measurement Challenges in Studying New Ventures Phillip H. Kim and Howard E. Aldrich 12. The New Venture Mortality Myth Jonathan Levie, Gavin Don and Benoit Leleux 13. Comprehensive Australian Study of Entrepreneurial Emergence (CAUSEE): Design, Data Collection and Descriptive Results Per Davidsson, Paul Steffens and Scott Gordon PART IV: NVC THROUGH CONTEXTUAL LENSES 14. Cultural Context as a Moderator of Private Entrepreneurship Investment Behavior Fredric Kropp, Noel J. Lindsay and Gary Hancock 15. Perceptual Differences and Perceptual Problems in Providing Government Support for New Venture Creation Malin Brannback, Alan L. Carsrud and Jerome A. Katz 16. Entrepreneurship Education and New Venture Creation: A Comprehensive Approach Torben Bager 17. Managing NVC Research in Institutional Context: An Academic Administrator's Perspective Patricia G. Greene 18. Creative Artists and Entrepreneurship Jon Sundbo 19. Post Soviet Societies and New Venture Creation Friederike Welter and David Smallbone Appendix: Distinguishing Entrepreneurship from New Venture Creation Index

The purpose of this paper was to analyze the impact of entrepreneurial education on venture creation along with the mediating roles of entrepreneurial awareness, entrepreneurial mindset, and entrepreneurial skill development. Entrepreneurial Education plays a key role in offering the prospects for graduates to take in the attitude, approach, entrepreneurial mindset and skill development required for the creation of a new venture. For the current paper, the researcher selected the method of quantitative. The researcher of this paper collected data from the Thai students of a few universities. The researcher collected data from those students who were convenient to take part in the study. The findings of this research paper demonstrate that entrepreneurial education is very crucial for students to start a new venture. In this paper, the writer of the paper conducted a quantitative study and collected data from the students of the universities of Thailand. The results of the study depict that all the four hypotheses of this paper were accepted, the universities should provide educational training and education to their students so as to make them aware and develop their mindsets which will assist them in the creation of the venture.

This research was conducted to determine the relationship between entrepreneurship educations, venture intention on venture creation among entrepreneurial graduate in Kenya focusing on selected universities in Kenya. The study was grounded on the economic entrepreneurship theory, an attitude-based view on entrepreneurship education and resource-based theory. This research embraced a cross-sectional descriptive survey design. Study population was 2500 student taking entrepreneurship course in various universities of whom a sample of 345 students was chosen using purposive and simple random sampling technique. The study used both primary and secondary data. Statistical Package for Social Sciences (SPSS Version 21) was used to analyse quantitative date. The findings of the study revealed that entrepreneurial education had a noteworthy influence on venture creation (r= 0. 512, p = .001<0.05, t= 10.904) increase in entrepreneurial education would lead to significant increase in venture creation. The study revealed that entrepreneurial training has significance influence in venture creation among graduate as indicated by s1=-0.670, p=0.002<0.05, t= 10.304. Study established that increase in entrepreneurial orientation would lead to increase in venture creation among graduates by a factor of 0.519 with P value of 0.002 (r =0.519, P=0.03< 0.05). The research conclusion was that entrepreneurial knowledge acquisition, entrepreneurial training and entrepreneurial orientation combined have important and positive relationship with venture creation among the graduates. Published In: Bode, Freitag (Eds.): Universities, Entrepreneurship and Enterprise Development in Africa - Conference Proceedings 2018. Sankt Augustin, Germany, 13-14 September 2018

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.

This article explores how students learn from venture creation in higher education by using a novel empirical approach: the Zaltman metaphor elicitation technique (ZMET). This inductive research approach provides extraordinarily rich data that enable a thorough and holistic understanding of students’ learning processes. The participant selection differentiates students who pursue venturing throughout their entrepreneurship education programme and those who exit venturing halfway through, and the article is the first to pinpoint differences between how students with and without ventures in the same environment learn. The findings reveal that students who choose to exit their new ventures learn based on a community of practice – which is facilitated by other students’ venture creation – while the learning process of students who pursue venturing is in line with previous research. Thus, the present article contributes by empirically demonstrating what previous conceptual contributions have suggested: that researchers should emphasise situated and social learning as an integral element of students’ learning in action-based entrepreneurship education. For practice, the findings imply that entrepreneurship education programmes, in which students learn through venture creation, should be organised in a way that leads them to establish relationships and interact with each other on a regular basis.

PurposeThe purpose of this paper is to examine how a new entrepreneurship education (EE) intervention offered at conflict-ridden Maiduguri, Nigeria, is having transformative impacts through new venture creation and poverty reduction.Design/methodology/approachThe paper adopts a single case study approach, drawing from in-depth interviews of participants, experts, and facilitators of the entrepreneurship training, in addition to relevant memos and documents.FindingsThe findings indicate that the EE programme is, by generating awareness and facilitating skill development, contributing to new venture creation, poverty reduction, and positive change in mindset. However, the impact is limited by inadequate support through venture capital and limited facilities for business incubation.Research limitations/implicationsThis study is limited in its focus on EE provided for university undergraduates and graduates. Further research should explore interventions aimed at less-educated youth in the region, and in other conflict contexts.Social implicationsThe study suggests that EE facilitates youth empowerment through venture creation, in the process transforming them from aggrieved outsiders to active stakeholders in societal peace and national prosperity.Originality/valueThe nascent theory of transformative entrepreneuring identifies poverty reduction and conflict resolution as the main mechanisms. This paper focuses on how EE triggers new venture creation, which in turn contributes to poverty reduction and overall change in mindset of otherwise unemployed and aggrieved youths.

PurposeThe purpose of this article is to explore the integrated processes of action learning, entrepreneurial learning and new venture creation by students and graduates in the creative industries by addressing two questions: How do action learning and entrepreneurial learning connect with new venture creation in the context of the creative industries? How does learning influence the types of creative enterprises developed by students?Design/methodology/approachThe article is based around the case of the Student Placements for Entrepreneurs in Education (SPEED) project which ran in 13 higher education institutes (HEIs) in the UK between 2006 and 2008. This provided an innovative, action‐learning based route, enabling students to create new business ventures as self‐started work experience. The article uses the case to develop theoretical perspectives on creative entrepreneurship and action learning.FindingsThe article draws lessons from the experience of the SPEED programme as an innovative multi‐HEI project, and develops a conceptual model of creative entrepreneurship with illustrative cases. Transferable insights and a model of entrepreneurial action learning illustrate connections between venture formation and “pull” learning.Practical implicationsIt is increasingly clear that graduate self‐employment and entrepreneurship must make an essential contribution to educational and economic development in the post‐recessionary economic era, but this is problematic, especially in the creative industries. Recommendations for development based on these models and practices are proposed for educators and policy‐makers.Originality/valueThe article connects action learning with theories of new venture creation and entrepreneurial learning. It develops critical insights and proposes conceptual models of creative enterprise and “pull” learning in venture creation.

The study examines the mediating effects of entrepreneurial education on the need for achievement, risk-taking, self-efficacy, and venture creation among Nigerian graduates. A targeted sampling technique was used for the selection of the corps members deployed to the Oyo State. Structural equation modelling was used to analyze the data with the aid of STATA version 15. The results reveal that entrepreneurship education has a positive association with the need for achievement, and self-efficacy. Further reveals that entrepreneurship education has a positive relationship with risk-taking but insignificant. It was also revealed that need for achievement has inverse relationship with venture creation, while self-efficacy has a positive but insignificant relationship with venture creation. There is evidence that taking risks is positively and significantly related to starting a business. This suggests that entrepreneurship education serves as a platform to encourage personality traits like the desire for success, risk-taking, self- efficacy, and entrepreneurial intentions to venture into business. The study, therefore, recommends that policymakers should make entrepreneurship education mandatory for students at all levels, that teachers should involve students in practical work, and that the government should create an environment that is conducive to the growth of entrepreneurship in the nation. This will significantly contribute to the 2030 Sustainable Development Goals.

This study explored the impact of entrepreneurship education on new ventures creations. Entrepreneurship education is viewed as a potent tool for influencing students ‘learning orientation and expression of new ventures creations. And this has assisted in the creation of blue collar jobs thereby alleviating poverty in various economies. A qualitative method was employed using semi-structured interviews as data collection tools. A total of fifteen (15) students who own startup in the selected universities were sampled and interviewed. Data was transcribed ad-verbatim and analyzed. The results showed significant impact of the constructs of entrepreneurship education and new venture creation of the sampled students. The findings further revealed a plethora of hidden facts on the reasons for both the acceptance and reluctance on student’s start-up of businesses after before and after graduation. Based on the findings, it was recommended that practical activities should be emphasized during students ‘course of study and interest should involve identification of products and market opportunities.

The university context in which students are embedded plays a central role in providing students with learning and motivation to think and act entrepreneurially. There is a vibrant research stream that has shown that university offerings affect students’ transition to an entrepreneurial career and on antecedents or enablers of entry, such as entrepreneurial intentions and entrepreneurial knowledge. Student proclivity to begin a venture may be affected not only by the university environment where they are exposed to entrepreneurship but also by perceptions of how desirable entrepreneurial behaviour is considered to be in a given society. The paper explores the drivers of the intention of entrepreneur students in UMK of new venture creation, particularly specialising in the role of university entrepreneurship-related offerings and students' prior business experience. The main objective of this study is to determine the relationship between the contribution of the university to entrepreneurial education, mentoring support, and financial support towards new venture creation. A complete of 346 questionnaires were collected. Using SPSS tools containing Preliminary Analysis, Descriptive Analysis, Reliability and Validity Test, Normality Test and Spearman Correlation Analysis, data analysis was administrated. The result shows the correlation between entrepreneurial education, mentoring support, and financial support towards new venture creation is significant. In conclusion, entrepreneurship courses can be elective and compulsory and generally aim to stimulate entrepreneurial learning by imparting knowledge, skills and attitudes related to entrepreneurship.

In the search for more and better ways of nurturing enterprising people and especially for developing entrepreneurs, the role of education and training is seen as absolutely essential. After reviewing major key research issues about entrepreneurship education and training implementation, we present a specific initiative built on the introduction of a new venture creation programme in higher education. Such an experimental programme allows the implementation of a cross-disciplinary area of training, which drives students to adopt an integrative and holistic approach for business venture creation and development.

&lt;p&gt;Prior research shows that personal savings are one of the most important financial sources for start-ups of entrepreneurial firms. The lack of personal savings and seeming shortage of financial knowledge could contribute to the low incidence of new venture creation, and the high failure rate amongst South African entrepreneurs. This paper investigates the perceptions of 286 Business Management students with a minimum of three years’ working and management experience, regarding both their financial literacy and their need and desire for financial education. The outcomes of the study show the necessity for financial education and financial literacy in South Africa. The respondents showed a lack of confidence in their money management skills and expressed a desire for more financial knowledge. It is possible that an increased level of financial literacy could lead to more entrepreneurial activity and a decrease in new venture failures.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt;Key words and phrases:&lt;/strong&gt; personal financial literacy, personal debt, personal savings, personal financial management, new venture creation&lt;/p&gt;

Entrepreneurship Education (EE) is growing and considered to support many beneficial economic and personal developments. This article aims to enrich the scarce research on student assessment in EE, because assessment is a powerful tool to motivate and encourage students to engage in and experiment with venture creation activities even when they have no initial intrinsic motivation in entrepreneurial practice. First, EE research and assessment literature from related disciplines were analyzed. Second, the derived results have been used to redesign student assessment in an undergraduate venture creation course. Lessons learnt—what worked well and what did not work well—are discussed. The results indicate that more innovative assessment formats are needed because they are best suited for action-based, experiential, and learning-by-doing (ABELD) venture creation courses. An enriched pool of assessors, peer feedback as well as reflective self-assessment, and a shift to formative and process-oriented assessment are promising student assessment methods in this context, because they account better for ambiguous entrepreneurial real-life situations. However, educators’ resources should be taken into account. The article contributes to our understanding of student assessment of venture creation courses in EE in higher education and offers practical recommendations for educators.