Entrepreneurship Education: A Global Evaluation of Entrepreneurial Attitudes and Values (a Transcultural Study)

This study aims to determine the effect of Entrepreneurship Education on Entrepreneurship Attitudes of Students of Economic Education Department at the Faculty of Economics, Manado State University. With the independent variable namely Entrepreneurship Education and the dependent variable is the Attitude of Entrepreneurship. This research was conducted on some students in the Faculty of Economics, Manado State University Economic Education Department. The sample in this study were 60 students of the Faculty of Economics, Manado State University Economics Education Department. The problem in this research is trying to identify the factors that cause the Student Entrepreneurship Attitude to be still low, whether the process of entrepreneurship education is not maximized so that the Attitude of Student Entrepreneurship is low. The research objective was to see the effect of Entrepreneurship Education on increasing the Attitude of Student Entrepreneurship in the Economics Education Department at the Faculty of Economics, Manado State University. The research method used is a survey with data analysis techniques is regression correlation. The results showed that there was an influence of Entrepreneurship Education with the Attitude of Student Entrepreneurship. This, can be seen from the observation and the results of the analysis of the correlation coefficient between the two variables, namely the variable X as Entrepreneurship Education and variable Y as the Attitude of Student Entrepreneurship. Where analysis uses simple regression Ŷ = 44,99 + 0,06 X, and analysis using product moment correlation shows value r = 0,5 dan r2 = 0,25 atau 25%. While testing the significant level of the correlation coefficient using the t test with a real level 5% (α = 0,5) obtained thitung = 3,05 dan ttabel = 2,05 this means thitung < dari ttabel. These results can be understood that Entrepreneurship Education can improve Student Entrepreneurship Attitudes in the learning process which will ultimately improve student outcomes. With the existence of Entrepreneurship Education, it will affect the Attitude of Entrepreneurship in Students of the Economic Education Department at the Faculty of Economics, Manado State University.

The role of entrepreneurship education is urgently needed due to the lack of entrepreneurial activities, the curriculum not being standardized, the lack of skills of the lecturers in entrepreneurship, and less collaboration among the practitioners, education institutions, and students. Therefore Entrepreneurship education has not been planned and integrated well into higher education's functions to develop student entrepreneurial attitudes. This research aims to analyze the effectiveness of the integrated entrepreneurship education model of tri dharma education in developing student entrepreneurial attitudes in higher educations. Indicators of student entrepreneurial attitudes were measured by aspects of student leadership, student personality, and student personal assessment and the research analysis through paired sample t-test The result indicates that the integrated entrepreneurship education model of tri dharma education was effective and can be used as an alternative learning model to improve student entrepreneurial attitudes. It can be helpful in the students to increase their entrepreneurship attitudes after school in the community. The researcher recommends further research to compare the tri dharma of entrepreneurship education model with the other model. It also recommends cooperatively formulating and implementing a fit integrative entrepreneurship education program to develop better students' entrepreneurship attitudes in Indonesia. Keywords: entrepreneurial attitude, entrepreneurship education, Tri Dharma education, integrated education, learning models

The downturn in the Nigerian economy, with its attendant deleterious effect on virtually all sectors of life, has, over the years, occasioned a shrinking of employment opportunities and produced an army of educated but unemployed and frustrated youths. It is therefore, obvious that there is urgency in addressing youth unemployment through entrepreneurial education with the practical aim of developing an intrapreneurial university which will foster the capability of being self-employed or increasing intrapreneurial abilities while decreases the crisis of unemployment which in turn leads to crimes and violence among youths. The major approaches for this research will be based on theoretical, empirical and normative approaches. This will include investigation into some already existing government policies on entrepreneurship education in Nigeria, measuring the different entrepreneurial attitudes of Nigerians students in comparison with that of the Italian students. The related entrepreneurship education literatures that I reviewed make references towards exploring entrepreneurial attitudes and the values perceptions of Nigerian students and Italian students. The concepts of intrapreneurship and entrepreneurship education were described in a broader perspective with an extensive exploration of the concept and meaning of entrepreneurial attitudes and values. A framework/methodology for teaching entrepreneurship education in Nigeria was finally developed and recommended. The research findings were based on the results gotten from the Entrepreneurial Competence Questionnaire of Valeria Caggiano administered among university students from Italy and Nigeria.

This study aims to foster a shift in students' entrepreneurial mindset through sustainable entrepreneurship education. This initiative is expected to contribute to the recovery of the MSME (Micro, Small, and Medium Enterprises) sector while enhancing the quality of education by expanding the content of entrepreneurship courses, inviting experts to share their experiences, organizing events to promote student products, and facilitating internships in the entrepreneurial industry. Data were collected through questionnaires, with responses measured using a Likert scale. A literature review was also conducted to support the research. The population of this study consists of students from universities in West Jakarta, with a sample of 153 respondents. The data were analyzed using a structural equation modeling approach based on components or variances. The results of hypothesis testing reveal that: (1) Entrepreneurship education has a positive and significant effect on the entrepreneurial mindset; (2) Self-efficacy has a positive and significant effect on the entrepreneurial mindset; (3) Entrepreneurship education has a positive and significant effect on entrepreneurial attitude; (4) Self-efficacy has a positive and significant effect on entrepreneurial attitude; (5) Entrepreneurial attitude has a positive and significant effect on the entrepreneurial mindset; (6) Entrepreneurial attitude does not mediate the relationship between entrepreneurship education and entrepreneurial mindset; and (7) Entrepreneurial attitude does not mediate the relationship between self-efficacy and entrepreneurial mindset.

PurposeIn India, many promotional policies and educational institutions have focused on entrepreneurship education (EE) for the development of future entrepreneurs. Through the survey from a region of Uttar Pradesh (UP), India, this paper aims to study the young community’s entrepreneurial attitude (EA) towards entrepreneurship.Design/methodology/approachThe data was collected from a young community of various universities and colleges in different regions of UP, India to find out that “Does the EE help in developing a positive EA among young community towards entrepreneurship”. Firstly, 23 interviews have been conducted to explore about EE and EA. Further data was collected from 341 respondents through a structured questionnaire and undertaken done with the descriptive analysis: exploratory factor analysis and multiple regression method to explore the result of this study.FindingsAfter the analysis, it was found that EE played an important role in developing EA of the young community towards entrepreneurship. All the coefficients in the regression model are positive, which means that all the factors of EE (awareness, enterprise knowledge and practical skills) have a positive impact on EA (affective, cognitive and behavioural).Practical implicationsThis study provides a futuristic direction to various academic institutes and government organizations on how they prepare future entrepreneurs by inculcating EA among them. Creative minds generate innovative products and services, create jobs, alleviate poverty and maintain the GDP of a nation.Originality/valueTo the best of the authors’ knowledge, this is the first study to identify the relationship between EE and EA with the help of qualitative and quantitative analyses.

Entrepreneurship education significantly impacts students’ entrepreneurial competencies, intentions and behavior. Higher Vocational Education Institutions (HVEIs) play a vital role in China, and they have recorded milestone achievements that foster economic growth and stimulate students’ entrepreneurial mindsets. Applying underpinning theory, this study aims to examine the effect of entrepreneurial education (EE), knowledge (EK) and self-efficacy (ESE) on intention (EI) through the mediating role of entrepreneurial attitude (EA). Using a self-administered survey, cross-sectional design and stratified random sampling technique, this study targeted students enrolled in five HVE institutions in Guizhou, China and collected 416 completed questionnaires. The sorted results revealed that EE positively impacts EI and EA. In contrast, EK and ESE positively impact EI and EA. While this last (EA) positively impacts EI, it also mediates the relationship between EE, EK and ESE on EI. The originality of this study linked the underpinning of entrepreneurship theory with the five supporting theories to explain the relationships among constructs and cover the holistic picture of EE-EI from personnel, environmental and cognitive perspectives. The study recommended that educational managers prioritize developing entrepreneurship curricula and more practices to foster students’ entrepreneurial knowledge and skills for better future entrepreneurial careers. EE is a necessary program, and HVEIs potentially impact the industry and the future of the Chinese economic agenda. This study has several socioeconomic implications and contributes to the Chinese sustainable development agenda.

The empirical study evaluated the impacts of entrepreneurship education on entrepreneurial intentions among youths in Zambia and the mediating roles of entrepreneurial self-efficacy and entrepreneurial attitudes. The quantitative methodology was employed using data gathered through survey questionnaires. Data was analyzed using the SEM-PLS technique via the SmartPLS 4 software. The findings revealed significant direct effects of entrepreneurship education, entrepreneurial self-efficacy, and entrepreneurial attitudes on EI. However, the effects of entrepreneurial attitudes on entrepreneurial intentions were negative. In addition, the study revealed significant mediating effects of entrepreneurial self-efficacy and entrepreneurial attitudes on entrepreneurship education and entrepreneurial intentions, where the latter had negative mediating effects. Overall, the study revealed significant negative mediating effects of entrepreneurial self-efficacy and entrepreneurial attitudes on entrepreneurial intentions and entrepreneurship education. The study concluded that exposure of youths in Zambia to entrepreneurship education can aid in stimulating entrepreneurial intentions through entrepreneurial self-efficacy and entrepreneurial attitudes. The study recommended interventions by the Government of Zambia through the Ministry of Youth, Sport, and Arts to be put in place that promote participation of youths in EE as well as ensuring increased accessibility of EE among the youths.

The university environment provides a good context for entrepreneurship education. With the vigorous development of entrepreneurship education, educators and scholars have shown increasing interest in the significant role entrepreneurship education plays in higher education. As a result, the effectiveness of entrepreneurship education has quickly become a popular topic. However, it is often not easy to evaluate entrepreneurship education programs, which are designed for medium- and long-term outcomes. It is essential to develop alternative assessment tools that do not traditionally assess only knowledge. The study aims to adapt the multidimensional measurement tool for assessing university students' entrepreneurial skills, knowledge, attitudes, and mindsets. While the scale was translated into Turkish, face and content validity were proved. The data was gathered from 572 university students. Confirmatory factor analyses were employed to assess the construct validity of the measure. The Turkish Entrepreneurship Education Self-Efficiency Scale was obtained with three main dimensions and 38 items. Its Cronbach’s alpha, Spearman-Brown correlation, and composite reliability coefficients are 0.95, 0.86, and 0.98, respectively. Furthermore, the study found that the entrepreneurship education scores of the participants were significantly related to their gender, field of education, volunteering, work experience, experience of starting or running their own business, and entrepreneurship education. The effect size of these variables differs, and the experience with self-employment has the greatest influence on entrepreneurship education.

This study aims to obtain information and knowledge related to entrepreneurial education, subjective norm, and entrepreneurial attitude towards entrepreneurial intention senior high school student. This research followed a survey method with proportional random sampling technique while the data was primary data obtained by 251 respondents from three senior high school in Jakarta, Indonesia. Furthermore, the data were analyzed using AMOS Structural Equation Modeling (SEM) in order to understand the direct influence and indirect effect. This research was conducted for about six months from September to February 2019. The findings of this study indicate that entrepreneurial education does not effect on entrepreneurial intention. Meanwhile, the entrepreneurial education has a relationship with entrepreneurial attitude. In respect, the subjective norm has a correlation with entrepreneurial intention, subjective norm has an effect on entrepreneurial attitude, and entrepreneurial attitude has an impact entrepreneurial intention. From these findings, it can be seen that the entrepreneurial attitude is a mediating variable between entrepreneurial education and entrepreneurial intention as well as between subjective norm and entrepreneurial intention variable.

The paper aims to examine the effect of entrepreneurship education on entrepreneurship intention with mediating roles of entrepreneurship attitude and self-efficacy. In a style of a quantitative research, the paper applied the SPSS version 23.0 and PLS-SEM version 3.0 for the analysis to understand the cause and effect and the mean of the differences in the constructs. As a cross-sectional study, data were collected from 393 HND Students II Business School, Bauchi, Federal Polytechnic Institute, Bauchi State, Nigeria. The result of the research shows a positive and meaningful relationship between entrepreneurship education and attitudes towards entrepreneurship, entrepreneurship education and self-efficacy and self-efficacy and entrepreneurship intention. Again, a negative impact was empirically proven between entrepreneurship attitude and entrepreneurship intention and entrepreneurship education and entrepreneurship intention. However, while testing for mediating effects of entrepreneurship attitude and self-efficacy. The result reveals that entrepreneurship attitude does not mediates the link between entrepreneurship education and entrepreneurial intention, while self-efficacy links entrepreneurship education and entrepreneurial intention. The result confirms with previous studies in this field. Future studies recommends that more research should be carried out in the same institution for instance, from school of engineering, school of general studies to mention but a few. In the same vein, researchers should carry out studies from universities and colleges of education within the region. Again, entrepreneurship attitude should be used to test the moderating effect of entrepreneurship education and entrepreneurship intention and also a longitudinal study should be carried out.

PurposeThis paper aims to examine the impact of enterprise education on entrepreneurial attitude within European higher education institutions (HEIs) in France, Germany and Poland. The research seeks to consider whether differences between cultural and industrial heritage can influence entrepreneurial attitude and mediate the effectiveness of enterprise education.Design/methodology/approachResearch argues that Europe requires more entrepreneurs willing to innovate and create new ventures to facilitate economic growth. This research builds on prior studies, which have examined the impact of enterprise education and training on business start‐up. In particular the study utilises the concept of entrepreneurial attitude to measure how enterprise education influences students' perceptions of, and motivations towards, entrepreneurship as a viable career option. The study contrasts and compares the impact of a short enterprise course on entrepreneurial attitude among undergraduate students in French, German and Polish HEIs. A quantitative methodology employed a research instrument utilising five‐point Likert arrays to contrast attitudes and opinions of students both prior to, and after, the delivery of the course.FindingsEnterprise education has a positive impact on entrepreneurial attitude of French and Polish students. Conversely, the course had a negative impact on male German students. It was also found that while female students are more likely to perceive a greater benefit from the learning experience, the impact of enterprise education on entrepreneurial attitude is actually more significant for male students.Practical implicationsThe research findings are of interest to academia and policy makers. The study suggests that entrepreneurial attitude among European students can be influenced by exposure to enterprise education. The results also indicate that gender, cultural and industrial heritage can moderate the impact of enterprise education.Originality/valueThe paper provides evidence that differences between gender, culture and regional settings need to be considered in the design and delivery of enterprise programmes if they are to have the desired impact on entrepreneurial intent and graduate entrepreneurship.

This paper is to perform analyze of the influence of entrepreneurial education, locus of control and self eficacy on entrepeneurial attitude among students. The population of this study are the class of 2015 managament students Economics Faculty of Mercu Buana University. Total sample used is 147 out of 233 total population. Data collection used a survey method, with the questionnaire research intrument. It used a Partial Least Square aplication in analysing the data. The result proves that entrepreneurial education has a positive influence on entrepreneurial attitudes, locus of control has a positive influence on entrepreneurial attitudes and self efficacy has a positive influence on enterepeneurial attitudes. Entrepreneurship education has a positive effect on entrepreneurial attitudes among students. When students are given more subjects regarding entrepreneur issues it sparks their will to start a self owned small campany. Secondly, the internal locus of control has a positive and significant influence on entrepreneurial attitudes. Students with higher internal locus of control have confident to control and manage their own business. They believe their business will success within their control and ability. Lastly, self-efficacy has a positive and significant effect on entrepreneurial attitudes. Higher self-efficacy student means feels confident that they will be able to learn and do well as an entrepreneur

David McClelland says that the State can prosper if the number of entrepreneurs is at least 2% of the total population. The number of entrepreneurs in Indonesia is still less than that number. The development of human resources with the target being that of the young generation (students) today is the right thing to do (relevant) to increase entrepreneurs and create job opportunities. This research aims to study and analyze the perceptions of students about entrepreneurship education to mold entrepreneurial attitudes and its influence on students’ entrepreneurial intentions. The data used in this study is primary data, obtained through a list of questions addressed to students. The samples for this study consisted of 264 respondents. This research uses structural equation modeling (SEM) method for data analysis. The results show that entrepreneurship education has a significant effect on entrepreneurial attitudes and entrepreneurial intentions. The influence of entrepreneurship education on the entrepreneurial intention is through entrepreneurial attitudes. In other words, entrepreneurial attitudes mediate the influence of entrepreneurship education on the entrepreneurial intentions.

This study aims to examine the association of university students’ entrepreneurship education and social support with their entrepreneurial intention, and investigate the mediating role of self-efficacy and entrepreneurial attitude for the above relationship. Using structural equation modeling (SEM), the study hypotheses were tested with the data collected from a sample of 420 Bangladeshi university students. The results revealed a significant relationship between entrepreneurship education and social support to self-efficacy and entrepreneurial attitude. Noticeably, self-efficacy and entrepreneurial attitude completely mediate the direct relationship between entrepreneurship education and entrepreneurial intention. Based on the study findings, we provide policymakers with some notable insights into how entrepreneurship education and social support are salient to improve students’ entrepreneurial intentions through influencing their self-efficacy beliefs and entrepreneurial attitudes. A vibrant and dynamic entrepreneurial ecosystem could be developed with the aid of the study. In addition, this study may help identify new opportunities for entrepreneurial activity and foster the development of innovative and sustainable business models. This study ends with highlighting its limitations and suggesting directions for future research.

The highest unemployment rate is caused by the educated group which is a phenomenon of the low interest in entrepreneurship among Indonesian youth which is a problem. The way to overcome unemployment is to increase interest in entrepreneurship. The fact shows that students who have attended entrepreneurship education will provide the development of entrepreneurial intentions that need to be learned. This study is to investigate the entrepreneurial intention of the students of the Faculty of Economics and Business, State University of Malang that the entrepreneurial intention is a factor by using the variables of entrepreneurship education, self-efficacy, gender, and entrepreneurial attitude variables as a mediation. Descriptive quantitative research using SPSS. Entrepreneurial intention variable (Y), independent variable is entrepreneurship education (X1), self-efficacy (X2) and gender (X3) while the mediating variable is entrepreneurial attitude (Z). The results of this study indicate that (1) entrepreneurship education on entrepreneurial intentions has a significant influence, (2) self-efficacy on entrepreneurial intentions has a significant influence, (3) gender on entrepreneurial intentions has a significant influence, (4) entrepreneurial education on entrepreneurial intentions Entrepreneurship mediated by entrepreneurial attitudes has a significant effect, (5) self-efficacy on entrepreneurial intentions mediated by entrepreneurial attitudes has a significant influence, (6) gender on entrepreneurial intentions mediated by entrepreneurial attitudes has a significant influence, (7) entrepreneurial attitudes on intentions entrepreneurship has a significant influence.