Entrepreneurial Learning Among Bulgarian Stem Students

Abstract

There is a need for greater understanding of entrepreneurial learning in the context of entrepreneurial education. This study investigates the role of content and teaching methods used in entrepreneurship education for enhancing entrepreneurial learning in a sample of 254 Bulgarian students in the fields of science, technology, engineering and mathematics (STEM) using a binary logistic regression. The respondents included in our sample report that active teaching methods such as simulations, games, competitions, study visits, real venture setting up, etc. are not used extensively, while the topics of business idea generation, discovery of entrepreneurial opportunities, creation and development of a new enterprise are not covered extensively in entrepreneurship courses in which they participated. Our empirical findings reveal that content and teaching methods used in entrepreneurship education have significant positive effect on the likelihood of high entrepreneurial learning. Our findings may help educators in the field of entrepreneurship in the choice of content and teaching methods for their entrepreneurship courses to achieve better entrepreneurial learning of their students. The paper presents a discussion of the research limitations and directions for future research.