Entrepreneurs without Academic Entrepreneurial Education – Unravelling Behavioral Patterns and Coping Mechanisms

This paper, based on Structural Equation Modeling (SEM), surveys over 600 undergraduates studying in the Sanya University, the most typical private university in Hainan Province, to figure out main factors influencing entrepreneurial intention of this kind of students studying in private universities in the Province. Entrepreneurship have been considered as key factors for achieving economic development goals by a company, a region, or even a country. Scholars from all over the world studies diversified aspects, including national entrepreneurial environment, the relationship between innovation and socio-economic development and other macro matters, as well as characteristics of entrepreneurs, entrepreneurial motivation, entrepreneurial education, entrepreneurial process, teams, performance and intention and other micro problems, of which all result in fruitful achievements. However, the decision to start a business is the result of several interacting factors. Based on summarizing opinions, this paper focuses on studying the relationship among entrepreneurial education, motivation, support environment and intention of undergraduates in private universities. Results show that entrepreneurial education has a distinctively positive impact on entrepreneurial motivation, which significantly positively influences the entrepreneurial intention. Furthermore, entrepreneurial support environment surrounding universities plays a positively mediating role between entrepreneurial motivation and intention. Meanwhile, although entrepreneurial education has no striking effect on entrepreneurial intention, the motivation bridges the two. Therefore, private universities should continue improving entrepreneurial education, reinforcing undergraduates’ entrepreneurial motivation, and collaborating with local government, industries and relevant institutions for sound entrepreneurial support environment, in order to underpin the students’ entrepreneurial intention.

In recent years, there has been significant global growth in the use of entrepreneurship education (EE), predominantly in higher education. Producing entrepreneurs and developing entrepreneurial capabilities is now considered an economic priority and teaching high-impact entrepreneurship has become an important role for universities (Office of the Chief Scientist, 2015). It has been argued that EE should begin as early as possible (World Economic Forum, 2009) and that reshaping education and training policies will help narrow the widening skills students require in an ever-evolving global economy (World Economic Forum, 2016, p. 24). EE programs can assist students in developing the crucial enterprise skills that 21st-century employers are seeking, including creativity, problem-solving, and teamwork (FYA, 2016; Queensland Curriculum & Assessment Authority [QCAA], 2015). There is thus a need for more Australian studies investigating EE at the secondary school level. Australia currently has no widely implemented entrepreneurship programs offered by schools. There are, however, a small number of national programs run by external providers and implemented in schools, including the Club Kidpreneur Challenge, aimed at upper primary students (Club Kidpreneur Foundation, 2017) and the secondary-themed $20 Boss program (FYA, 2017). Given this contextual background, this study addresses the central research question: What are the key elements of externally provided EE programs? After examination of the literature, self-efficacy, knowledge and student experience were identified as playing key roles in the success of EE programs. Therefore, the three sub-questions that guided the collection and analysis of the data were: (1) Are there changes in students’ self-efficacy after participating in externally provided EE programs? (2) Are there changes in students’ knowledge after participating in externally provided EE programs? (3) How do students describe their experiences in externally provided EE programs? The results were then used to inform the identification and discussion of the key design elements used in externally provided EE programs and to propose an EE program model. These design elements included: pedagogical approach (delivery mode), knowledge (content) experiences, topics, learning outcomes, supporting materials and timeframe. Two cases are examined in this study using a mixed method approach – the first is the $20 Boss Program offered to Year 10 students, an in-class, teacher-delivered approach designed by FYA. The second case is the GLO@Logan Entrepreneurial Innovation Challenge, a 3-day initiative conducted by Griffith University at its Logan campus for Year 9 students. Exciting avenues for the development of secondary school EE programs arise from the findings presented in this thesis. As a study positioned within the secondary school context, this thesis has implications for teaching, learning, and research as it demonstrates that student self-efficacy and learning outcomes can be improved through EE via the integration of pedagogical approaches such as PBL. Past literature suggests PBL helps reduce classroom hierarchical barriers, resulting in students taking ownership of their learning (Huq & Gilbert, 2017). Given that students’ value of entrepreneurship increased following both case studies, it could be argued that exposure to EE – no matter the duration of the program – can have a positive impact on students’ knowledge and attitudes. Additionally, students were more confident in presenting to others and managing budgets after partaking in $20 Boss. Given the importance of EE, and particularly 21st-century enterprise skills more generally, it is clear that there is a need for the informed design of EE programs, within and outside of school. The application of this research serves as a pilot study for wider research into EE approaches at a secondary school level. Importantly, this thesis makes recommendations about what salient elements of the EE programs examined can be advanced as essential elements of future EE programs at the secondary school level. In advancing these salient elements of EE programs, this thesis serves as a stepping stone in reshaping the secondary curriculum to help prepare the next generation for the 21st-century workforce and beyond.

PurposeThis study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures.Design/methodology/approachThe study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model.FindingsThe results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses.Originality/valueThis study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

PurposeThis study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.Design/methodology/approachThis study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.FindingsThe findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.Research limitations/implicationsThe findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.Practical implicationsThe findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.Originality/valueThis study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

Entrepreneurship of college students has always been a hot topic in families, schools and society. Massive studies aim to explore entrepreneurial behavior. However, under the condition of the 10% success rate of student entrepreneurship, the adverse impact of COVID-19 and the changed circumstance of domestic entrepreneurship, this exploration aims to study the factors that influence college students’ entrepreneurial behavior choices under the epidemic. First, through the retrieval of relevant literature and theoretical study, the variable factors that affect behavior choices are sorted and summarized. It is assumed that the factors that affect behavior choices are entrepreneurial motivation, entrepreneurial ability, willingness to behave, and entrepreneurial environment. Second, a questionnaire is designed to investigate the choice of entrepreneurial behavior for students who are starting a business or going to start a business. The standard effect values of the survey results are calculated by using structural equation modeling (SEM). The results reveal that the effect values of the nine hypothetical results are all in line with the prediction, which prove a positive impact of the four variable factors on the choice of entrepreneurial behavior. The experimental parameters set are as follows. The standardized effect value of Hypothesis 1 (entrepreneurial motivation has a positive impact on entrepreneurial behavior choice) is 0.216; that of Hypothesis 2 (entrepreneurial ability has a positive impact on the choice of entrepreneurial behavior) is 0.221; that of Hypothesis 3 (willingness to behave has a positive impact on entrepreneurial behavior choice) is 0.284; that of Hypothesis 4 (entrepreneurial environment has a positive impact on the choice of entrepreneurial behavior) is 0.329; that of Hypothesis 5 (entrepreneurial motivation has a positive impact on entrepreneurial intention) is 0.247; that of Hypothesis 6 (entrepreneurial ability has a positive impact on willingness to behave) is 0.339; that of Hypothesis 7 (entrepreneurial ability has a positive impact on entrepreneurial motivation) is 0.357; that of Hypothesis 8 (entrepreneurial environment has a positive impact on willingness to behave) is 0.336; that of Hypothesis 9 (entrepreneurial environment has a positive impact on entrepreneurial motivation) is 0.485. Besides, the entrepreneurial environment has the greatest impact on behavior choice. Therefore, it is believed that the government, society, schools need to strengthen the correct guidance of entrepreneurial students and create a good entrepreneurial environment to cope with economic changes under the epidemic.

<p id="p00005">Entrepreneurship is an emotional journey that is companied with fear of failure. Fear of failure can be both an enemy and a friend. It has a dark side of discouraging entrepreneurs from carrying out entrepreneurial activities, and a bright side of motivating them to move forward. Despite mounting research on entrepreneurs' fear of failure, most studies focus on its inhibitory effect on entrepreneurial entry. Few studies pay attention to the facilitating role of fear of failure and how does it influence the key behaviors in the whole process of entrepreneurship. Based on the research gap, the study focuses on the following three research questions. (1) What induces entrepreneurs' fear of failure? (2) How does fear of failure affect entrepreneurial behavior? (3) What are the boundary conditions of fear of failure on entrepreneurial behavior? Following the core logic of Affective Events Theory, the study constructs the theoretical framework of 'entrepreneurial event * entrepreneur -- fear of failure -- entrepreneurial behavior', and tries to explore this complex concept together with the insights from practice. <p id="p00005">This study aims to achieve four research goals. First, we explore the dimensions and contents of fear of failure in entrepreneurship context. From Cognitive Appraisal Theory, fear of failure is an emotional state results from the appraisal of the threats and possibility of failure in a specific situation. We thus capture this concept from two dimensions: sources of threats and ways of appraisal. <p id="p00005">Second, we investigate the different antecedents of fear of failure and explore how does it evolve in the process of entrepreneurship. According to the assumption of Classical Stress Theory, emotion is shaped simultaneously by the objective event and individuals’ subjective interpretation. We thus focus on two important factors to address the antecedents, i.e. entrepreneurial events such as loss-relevant event and low-capability-relevant event, and characteristics of entrepreneurs, such as entrepreneurs’ passion and ways of regulatory focus. In terms of entrepreneurial events, we propose that loss-relevant event and low-capability-relevant event positively affect fear of failure. In terms of entrepreneurs’ characteristics, we propose obsessive passion and prevention focus induce fear of failure, while harmonious passion and promotion focus inhibit fear of failure. <p id="p00005">Last but not least, we clarify how fear of failure relates to key entrepreneurial behavior. Existing studies had insufficient attention on the functional role of fear of failure. Endeavoring to start filling in this gap, this paper expounds three different effects of fear of failure on entrepreneurial behavior: incentive, inhibition and repression, looking at both the bright side and dark side of fear of failure. We further disentangle the boundary conditions of the relationship between fear of failure and entrepreneurial behaviors. In the micro level, when entrepreneurs get emotional support, the incentive effect of fear of failure on entrepreneurial behavior would be reinforced. When entrepreneurs get functional support, the inhibition and repression effect of fear of failure on entrepreneurial behavior would be mitigated. In the macro level, when the institutional environment is friendly and the cultural environment is more failure tolerant, the incentive effect of failure fear on entrepreneurial behavior will be increased and the inhibitory effect of failure fear on entrepreneurial behavior will be reduced. <p id="p00005">This study contributes to an emerging strand of literature on “entrepreneurial fear of failure” by looking deeply into the dimensions of this concept. It also offers novel perspective to understand entrepreneurial behavior and entrepreneurial psychology by taking account into the functional role of fear of failure. The present research not only expands the application scope and applicable situation of fear of failure, but also enriches the Cognitive Appraisal Theory of Emotion, Affective Events Theory and Classical Stress Theory. It also tries to shed light on practice by accumulating knowledge on entrepreneurial education and offer suggestions for policy makers on managing entrepreneurial failure.

PurposeThe purpose of this paper is to analyze the role of inputs and processes to the output of entrepreneurship education programs (EEPs) in universities in Bandung, Indonesia. The input here is related to the audience, institutional setting and type. The process includes the objective, content and teaching method. The output is represented by entrepreneurial knowledge, entrepreneurial spirit and entrepreneurial behavior. Meanwhile, this study tries to reflect that inputs, processes and outputs in EEPs to create value for students.Design/methodology/approachThis study provides empirical evidence of how the influence of inputs and processes on output of EEPs. The results are based on survey data collected at universities in Bandung, Indonesia. A total of 222 respondents participated in filling questionnaires. Structural equation modeling is used to test the proposed hypothesis.FindingsThe study found that inputs are positively and significantly related to the process of EEP. The study also point out that processes have positive and significant effect on the output of EEP. Meanwhile, the inputs have negative and insignificant effect on the output of EEP. The study concludes that EEPs should be integrated in providing learning to students in encouraging business creation through the identification of inputs, processes and outputs so as to provide insight into how to manage value creation.Practical implicationsThe study is valuable from a university and government perspective, as it highlights the most effective EEP for creating value that is an increase in the number of young entrepreneurs and business creation.Originality/valueThis study adds knowledge based on students’ perspectives at universities by demonstrating the importance of inputs and processes for EEP output as value creation in giving impact for students to be entrepreneurs.

Purpose By adopting the theory of planned behaviour, this study aims to provide insights into how entrepreneurial education (EE) contributes to the entrepreneurial process, especially entrepreneurial behaviour (EB). Design/methodology/approach The research used a sample of 2,566 students from 16 universities in Vietnam. The conceptual framework’s coefficient paths underwent testing using structural equation modeling, and the mediation effects were determined using the PROCESS bootstrapping method. Findings The study revealed that EE directly influences EB in Vietnam, despite having no direct effect on entrepreneurial intention (EI). In addition, EE indirectly influences EI and EB through enhancing attitude towards entrepreneurship and perceived behavioural control. Practical implications These findings suggest that policymakers should consider the value of investing in EE programmes as a means of promoting EB. Offering students opportunities to engage in real-life entrepreneurial activities, such as business plan competitions, internships with local start-ups and access to mentorship from established entrepreneurs, can play a pivotal role in their translating knowledge into action. This practical approach can significantly contribute to the development of an entrepreneurial ecosystem in Vietnam. Originality/value While many studies have investigated the influence of EE on EIs, there is a lack of research on the behavioural outcomes of such education. Furthermore, the findings regarding the EE–EI relationship are inconsistent. Therefore, this study provides valuable insights into how EE can foster the intention and behaviour to engage in entrepreneurship.

The number of entrepreneurship education (EE) programs that aim to foster opportunity identification (OI) as a key entrepreneurial capability has grown considerably in the past few decades. However, these EE programs mostly lack a robust theoretical framework that could help educators and researchers select teaching approaches in line with their philosophical perspectives. This study proposes a theory-driven framework for fostering OI by bridging entrepreneurship and education fields, considering the ontological and epistemological assumptions that exist in both fields. The proposed framework includes different philosophical perspectives on entrepreneurial opportunities and strategies for identifying opportunities coupled with the most relevant learning theories and teaching approaches for fostering OI. Based on this framework, behaviorism and cognitivism are the most consistent learning theories with the opportunity discovery perspective's philosophical assumptions, and social constructivist learning theory is more appropriate for developing EE programs based on the opportunity creation perspective. This framework suggests that for developing an efficacious EE program to improve individuals' OI performance, different perspectives on the emergence of opportunities and learning should be combined and integrated into a consistent, constructively aligned EE program. The paper concludes with implications for the theory and practice in the entrepreneurship education field.

IDEOLOGY LED, PROCESS DRIVEN AND LAYERED PROMOTION — CONSTRUCTION OF INNOVATION AND ENTREPRENEURSHIP EDUCATION MODEL BASED ON EMOTIONAL BEHAVIOR CHANGE

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction between experiential and classroom-based education. We introduce a more refined measure of entrepreneurial engagement that combines entrepreneurship intention and actual steps taken to realize that intention. Using data from a survey of 836 students at the National University of Singapore (NUS), we utilize linear regression models to examine not only the direct effect of entrepreneurship education program participation on entrepreneurial engagement, but also its possible interaction effect with several psychological constructs drawn from the Theory of Planned Behavior. The results show that participation in university entrepreneurship programs, especially experiential-learning programs, has significant positive influence on students’ entrepreneurial engagement. Moreover, the effect of program participation is significantly moderated by the students’ attitudes and perceptions. The findings have important practical implications for universities in designing entrepreneurship programs on campus. The study supports the call to move toward hands-on experiential programs as a more effective way for educational institutions to influence students’ entrepreneurial behavior and encourage venture creation activity on campus. We also contribute to the literature by confirming the impact of entrepreneurship education not only on entrepreneurial intentions but also on the concrete steps taken by students toward venture creation.

This paper investigates empirically the link between entrepreneurship education programs and students’ entrepreneurial behavior, with a particular focus on the distinction between experiential and classroom-based education. We introduce a more refined measure of entrepreneurial engagement that combines entrepreneurship intention and actual steps taken to realize that intention. Using data from a survey of 836 students at the National University of Singapore (NUS), we utilize linear regression models to examine not only the direct effect of entrepreneurship education program participation on entrepreneurial engagement, but also its possible interaction effect with several psychological constructs drawn from the Theory of Planned Behavior. The results show that participation in university entrepreneurship programs, especially experiential-learning programs, has significant positive influence on students’ entrepreneurial engagement. Moreover, the effect of program participation is significantly moderated by the students’ attitudes and perceptions. The findings have important practical implications for universities in designing entrepreneurship programs on campus. The study supports the call to move toward hands-on experiential programs as a more effective way for educational institutions to influence students’ entrepreneurial behavior and encourage venture creation activity on campus. We also contribute to the literature by confirming the impact of entrepreneurship education not only on entrepreneurial intentions but also on the concrete steps taken by students toward venture creation.

This dissertation examines the interactions between entrepreneurial motivation, entrepreneurial self-efficacy and entrepreneurship education program participation of Chinese college students. This study aims to explore the correspondence among entrepreneurial motivations of Chinese college students, their engagement in entrepreneurship education programs, and their entrepreneurial self-perception, and to comprehensively understand how these factors influence each other and promote the development of college students’ entrepreneurial abilities. The study used a quantitative research design, combining descriptive statistical analysis and a questionnaire to collect data from 428 university students in Guangzhou. The study demonstrates a significant positive link between engagement in entrepreneurship education programs and entrepreneurial self-efficacy and motivation. The findings also suggested that entrepreneurship education can significantly increase students’ entrepreneurial self-efficacy and motivation, thus contributing to the development of a new generation of innovators and job creators. The paper concluded with recommendations for educational institutions and policy makers to strengthen entrepreneurship education and provide more effective support for university students’ entrepreneurship.

This study aims to investigate the impact of entrepreneurial motivation variables and entrepreneurial characteristics on the performance of traditional snack entrepreneurs on micro-enterprises assisted by the Cooperatives and MSMEs Office in Medan City, with competence as an intervening variable. The problem that occurs in the decrease of entrepreneurial performance is the phenomenon of training activities that concentrate more on digital financial management and business licenses, resulting in a lack of competence in digital marketing. The compulsion to be an entrepreneur due to the lack of available jobs affects motivation for entrepreneurship and has the characteristic of an innovative personality. A quantitative descriptive method is used in this sort of study. This study is an associative approach with primary and secondary data acquired via a series of questionnaire statements, interviews, and documentation studies. This study used a Likert scale for measurement. This study's population included 94 people. The sample in this study consists of 94 micro-entrepreneurs developed by the Cooperatives and MSMEs Office in Medan City who are at least 18 years old and building members who have been building members for at least two years. Researchers obtain data by distributing surveys using total sampling or saturation sampling approaches. Techniques for data analysis include descriptive statistical analysis and path analysis using Smart PLS software. According to the study's findings, entrepreneurial motivation and characteristics positively and significantly affect competence. Entrepreneurial motivation and entrepreneurial characteristics directly and positively impact entrepreneurial performance. Competency positively and significantly influence entrepreneurial performance. Then, competence, entrepreneurial motivation, and entrepreneurial characteristics positively and significantly affect entrepreneurial performance through competence. Keywords: Entrepreneurial Motivation, Entrepreneurial Characteristics, Competence, Entrepreneurial Performance

Purpose The rapid advancement of technology in education is driving the digital transformation of schools and educational systems, creating an increasing demand for impactful EdTech solutions. While entrepreneurship education is widely recognized for its benefits, the effectiveness of such programs within the EdTech sector remains underexplored. Research has yet to comprehensively examine how entrepreneurship education tailored to EdTech influences entrepreneurial self-efficacy (ESE) – a key determinant of entrepreneurial motivation, decision-making and success. This study employs a mixed-methods approach to evaluate an EdTech-focused entrepreneurship education program and its impact on participants’ ESE. Quantitative results indicate a statistically significant increase in participants’ self-efficacy across multiple dimensions, with medium to large effect sizes. The qualitative findings further reveal key mechanisms contributing to ESE growth, emphasizing the role of individualized mentoring, constructive feedback and a sector-specific focus. Notably, mentoring emerged as the most influential factor, enabling personalized learning experiences and exposure to entrepreneurial role models. This research contributes to both EdTech entrepreneurship and the broader field of learning technology by offering empirical evidence on how tailored entrepreneurship education programs can foster ESE. The findings underscore the importance of (1) explicitly addressing the unique challenges of the EdTech market, such as long sales cycles, and (2) integrating structured mentoring and coaching strategies to build participants' confidence. These insights provide a practical framework for designing and evaluating sector-specific entrepreneurship education programs, ultimately supporting the development of sustainable EdTech startups. Design/methodology/approach The study adopted a mixed-methods approach to address the research questions. It draws on qualitative and quantitative data collected from questionnaires and interviews with aspiring entrepreneurs (participants) as well as their trainers and mentors. Findings With regard to RQ1 (What is the impact of the entrepreneurship program on participants’ ESE?), the program was successful in enhancing participants’ ESE. The quantitative findings demonstrated statistically significant gains in ESE, with medium to large effect sizes. This indicates that the program had a meaningful impact on participants’ confidence in their entrepreneurial abilities, in line with previous research showing that business development training can significantly enhance self-efficacy. With regard to RQ2 (In what ways does the program contribute to participants’ ESE in the EdTech sector?), the qualitative findings provided rich insights into how ESE was developed within the context of EdTech entrepreneurship. Eight key themes emerged, which were organized into three pillars: ways of interaction, ways of teaching and coaching and program design specifics. Research limitations/implications Understanding how EdTech entrepreneurship education programs impact participants’ ESE provides valuable insights for program design and helps predict performance outcomes, behaviors and decision-making. This study investigated ESE in the context of an entrepreneurship education program in the EdTech sector. Findings indicated that the program positively influenced participants’ ESE, with mentoring emerging as the most impactful component, as it enabled individualized feedback and provided realistic voices from successful entrepreneurs. Practical implications The study contributed new insights on fostering ESE, with direct implications for future program design, specifically emphasizing industry-specific focus: tailoring programs to the unique challenges and opportunities of specific markets, such as EdTech, and confidence-building strategies: structuring mentoring and coaching frameworks to explicitly enhance self-efficacy and mitigate fear of failure. Industry-specific focus can significantly enhance program effectiveness, while explicitly incorporating ESE-building strategies can bolster the confidence of aspiring entrepreneurs. Social implications As entrepreneurial learning is increasingly explored globally, researchers and practitioners must collaborate to share best pedagogical practices and improve program quality, particularly in rapidly evolving fields like EdTech. In this work, EdTech entrepreneurship is not considered a business-oriented research or practice field, but rather a driver for research and innovation around technological advancements in learning and education. Originality/value Despite the promising potential of EdTech entrepreneurship, research has yet to comprehensively examine the quality and effectiveness of EdTech-specific entrepreneurship education programs. While some literature discusses entrepreneurship education in general, studies dedicated to the EdTech sector remain scarce. This study seeks to bridge this gap by investigating an EdTech entrepreneurship education program with a specific focus on its impact on participants' ESE. Understanding how such programs influence ESE – a construct associated with behaviors, decision-making and business success – is critical for improving program design and ensuring long-term success in EdTech ventures.