Entrepreneurship education in HE: are policy makers expecting too much?

The question addressed in this paper is whether macro policies can promote entrepreneurship and enterprise education through cultivating an 'Enabling Environment' that nurtures entrepreneurial culture and attitudes. Specifically, this question is investigated with respect to the formulation and implementation of 'Macro Entrepreneurship Policy' within the European Union (EU) which set out to deliver the European Council vision of declaring 'entrepreneurship as a key competence' for 'entrepreneurship education'. EU enterprise education initiatives are highlighted, and a UK 'good practice' example is presented as a case study. In view of the findings, the paper develops a 'Sustainable Macro Entrepreneurship Policy Model' with embedded Critical Success Factors that encapsulate the key elements of a policy framework needed for making better choices in formulating, developing, delivering and promoting entrepreneurship and enterprise education at a national level.

The study aimed at establishing the status quo and mapping a direction in diversity and inclusivity in higher tertiary education in Zimbabwe. Whilst different institutions may have guidelines on inclusivity, there seems to be a lack of a specific inclusive education policy or legislation in Zimbabwe. Authors reviewed literature from Scopus several peer-reviewed journals and policy briefs. The reviewed journals covered developed, emerging and developing contexts. Having reviewed the literature, there is evidence that diversity and inclusivity issues are not being fully addressed. Despite ratification of the diversity and inclusion agenda at the national level and the existence of policies at the higher education institutional level, operationalisation is depressed and in need of a Lazarus moment. The situation has been exacerbated by legal and policy incongruities and inconsistencies. Pursuantly, it is recommended that a bespoke diversity and inclusivity institutional policy framework and management architecture be designed, synchronised and operationalised. Areas for further study can be action research focusing on coping mechanisms for the excluded groups. Diversity and inclusion in higher education in developing countries such as Zimbabwe have been adversely affected by limited resources. The negative mindset and stereotypic labelling of marginalised students needs to be changed among the other students and members of staff. The embracing of diversity and inclusion in Higher Education in Zimbabwe provides a sense of hope and optimism among marginalised students. The psychological sense of belonging is reinvigorated as the students are integrated into higher education programmes.

Since the implementation of China 's entrepreneurship and innovation strategy in 2015, unique innovation and entrepreneurship education has also been incorporated into higher education, aiming to cultivate new talents with innovative ability and entrepreneurial consciousness for the society through entrepreneurship and innovation education. Higher education takes the cultivation of employment talents as the fundamental goal, and entrepreneurship education as a part of higher education has a new impact on the employability of college students. Therefore, this paper studies the relationship between entrepreneurship education and college students' employment and the influence mechanism of entrepreneurship education on college students' employment. The conclusion shows that entrepreneurship education has a significant impact on college students ' employability and employment quality. Therefore, colleges and universities should pay attention to improving the way of entrepreneurship education while carrying out entrepreneurship education, actively optimize the setting of professional courses, and should link entrepreneurship education with future employment.

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.

Nowadays public business innovation is looked as a new engine of economic development of China. In order to adapt to the change of environment and the demand of society, many universities have opened the cou rse of entrepreneu rship education successively. The entrepreneurship education in most Chinese Universities is government-driven, employment-oriented. This kind of education cannot reflect the students' initiative and cannot meet the needs of the students. This article puts forward a university entrepreneu rship education system designing based on two-way driver. This system has the characters such as two-way drive, targeted; hierarchical design, distributary training; rich curriculum, complete system. At the last, it offers some problems which should be paid attention to.

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 paper posits that functional business and entrepreneurship education in Nigeria universities is a panacea for entrepreneurship development in Nigeria. The paper took a cursory look on the concept of functional education, business education, entrepreneurship education and entrepreneurship development. The paper reviewed the business and entrepreneurship education programmes as reflected in the National Universities Commission Core Curriculum minimum Academic Standards (NUC CCMAS). The paper highlighted the nexus between the philosophies, objectives, unique features, employability and 21st century skills of the programmes. The paper discussed that functional Business and entrepreneurship education has the potentials of promoting entrepreneurship development in Nigeria since it could lead to the acquisition of skills for identifying viable investment opportunities, proper marketing, financial management, proper management and avoidance of business failure. It could also enable individuals to become capable of living in the society and to contribute towards its economic development. Challenges of business and entrepreneurship education were discussed and the paper concluded that for Nigeria to achieve sustainable economy and become one of the most developed nations of the world, entrepreneurship development through functional business and entrepreneurship education is a must. The paper recommended among others that qualified business and entrepreneurship educators should be recruited, trained and re-trained in the area of entrepreneurship development, and the management of Universities should partner with industries to enable lecturers and students acquire practical experience to bridge the gap between theory and practice.

Purpose The study builds on the literature of inclusive higher education, which describes the constructs and challenges of inclusive HE. The study emphasizes the factors responsible for inequality in HE limiting fairness and social justice. The study discusses the critical aspects of inclusive HE for policy directives and new strategic actions. The study describes the essential concepts and dimensions of inclusiveness in HE which support the development of new policy directives, strategic actions at the institutional level and higher stakeholder engagement. Design/methodology/approach The study is a comprehensive review of the concept of inclusive HE. It attempts to explore the concepts of inclusive HE, its enablers and barriers based on a library search of an online database of Scopus. The research adopts the PRISMA model, an approach which is derived from healthcare studies which are inspired by a rigorous and systematic approach. Findings The findings conclude on the apprehension at the institutional policies and practices framework on accessibility, affordability and competence measurement. The study concludes country country-specific restrictions in addressing learners’ diversity and the dearth of financial support in the form of crowdfunding apart and scholarships are critical dimensions of HE, which is an unexplored area of research in higher educational studies. Practical implications Inclusive higher education (HE) advocates social justice with equal rights and opportunities for education, which has recognized the need for policies and practices to promote diversity, equity and inclusion in education. The multi-stakeholder engagement for curriculum and pedagogy development would address the challenge of diversity. Future studies can be directed at examining the campus climate and outcomes of inclusive education and devising an evaluation framework for universal inclusive HE. Originality/value The study brings out the drivers that restrict the fairness in the HE system. The paper discusses diverse literature and identifies the relevant gaps in the strategic orientation of inclusive HE. The research sets the context for understanding the concept of inclusivity in HE in totality through a comprehensive review of extant literature, which sets the direction for future policy directives to address the existing research gaps in the HE institutional framework.

This study investigates the integration of inclusive learning spaces in educational ecosystems, inspired by architect Rosan Bosch, to enhance entrepreneurship and inclusion in higher education. The concept of “ecosystem” is crucial in fostering environments where students, including those with disabilities, can thrive. Using the HomeByMe application, a design is proposed for implementing these spaces in educational institutions. Literature emphasizes the importance of involving diverse stakeholders and using ICT management to promote creativity, cooperation, and effective communication. In Ecuador, inclusion in higher education is a priority, driven by global and national organizations advocating for diversity. The research employs a qualitative approach, utilizing participant observation and interviews to explore learning ecologies and inclusion. Results demonstrate that learning ecosystems foster entrepreneurial skills such as problem-solving and critical thinking. The study recommends that higher education institutions integrate social dimensions into their policies, use technology for personalized learning, and encourage collaboration among diverse student groups. These efforts aim to create equitable educational opportunities, addressing socio-economic and cultural barriers while promoting an entrepreneurial mindset through interactive and challenging content. Received: 8 August 2024 | Revised: 26 December 2024 | Accepted: 7 February 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Prado Ortega Mauricio: Conceptualization, Software, Formal analysis, Writing - original draft, Writing - review & editing, Visualization. Chamba Ojeda Silvia: Validation, Visualization, Project administration. Centeno Sandoval Máxima: Investigation, Data curation. Rueda Rodríguez Luis: Software, Resources. Chamba Gómez Franklin: Methodology, Formal analysis, Supervision.

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 study aims to assess the trends of entrepreneurship education research in higher education between 1993 and 2022 using bibliometric analysis. A total of 1309 seminal articles were identified from the Scopus database and used advanced bibliometrix tools for analysis. The research findings revealed that the United States and the United Kingdom had taken the lead in entrepreneurship education research. Notably, author Bell R emerged as a prominent figure in this field. By scrutinizing the articles, it was also evident that keywords such as entrepreneurship education, business education, entrepreneurship, entrepreneurial intention, and entrepreneurial education hold significance within the domain. The insights gleaned from this analysis suggest valuable strategic information to researchers and aid them in formulating and mapping out future studies in entrepreneurship education.

With China entering a new era of socialism, it has become a new mission and task for colleges and universities to cultivate more innovative and entrepreneurial talents who can meet the needs of national innovation driven development strategy. Innovation and entrepreneurship education is the trend of higher education reform and development in the new era. The development of corresponding education and teaching activities cannot be isolated from professional education. China's higher education is based on professional education and aims to cultivate comprehensive talents with certain professional level and skills. It has formed a relatively stable and standardized education system. Innovation and entrepreneurship education in domestic colleges and universities began at the end of the 20th century, mainly relying on the "innovation and entrepreneurship" curriculum to cultivate students' innovation and entrepreneurship consciousness and practical ability, so that students can adapt to the needs of social and technological development, and smoothly carry out innovation and entrepreneurship activities in related fields. However, China's innovation and entrepreneurship education just started, and the combination with professional education is not close enough, and there is still a certain distance from the requirements of innovation driven development strategy for talents. In the process of education, we need to clearly recognize the shortcomings of the current professional education, and what specific measures should be taken in the process of organic integration with entrepreneurship and innovation education and the construction of educational practice system to realize the effective cultivation of innovative compound talents, enhance the core competitiveness of professional technology, and promote the sustainable development of higher education.

In the context of Popular Entrepreneurship and Innovation, scientific and systemic implementation of innovation and entrepreneurship education is the focus of higher education reform at present. This paper analyzes the important significances of carrying out innovation and entrepreneurship education in higher education of traditional Chinese Medicine, introduces the specific practices and experi-ences of designing educational concept and constructing education system about innovation and entrepre-neurship education, following the objective laws of modern educational development and the growth pattern of Chinese medicine talents, in order to provide reference for further promoting innovation and entrepreneu-rship education reform. Key words: Entrepreneurship and innovation education; Higher education of traditional Chinese Medicine; Education system; Talent cultivation

Entrepreneurship education emphasizes learning through business practices with student competencies capable of innovation. This research aims to develop theoretical modeling of the product innovation process for students in entrepreneurship programs in higher education. The theory used in this research is product innovation in both entrepreneurship development and education. Various factors influence product innovation for students as SMEs, analyzed and identified as the main factors in product innovation for entrepreneurial students, namely entrepreneurship education and creativity. The research method used is qualitative with literature study, theoretically analyzing previous theories and researchers and determining the main factors as predictors of the formation of educational product innovation. Grounded theory, with comparison of various correlation results as the findings of this research. Shows that creativity is a mediator of entrepreneurship education towards product innovation. Recommendations for future researchers to be able to examine the influence of entrepreneurship education on student product innovation with creativity as mediation, whether tested quantitatively, or developed on other broader aspects of variables. Keyword: entrepreneurship education; student creativity; product innovation; higher education.

With the rapid advancement of artificial intelligence technology, its applications within the educational sector have gradually become more widespread. As a critical component in the cultivation of future innovative talents, higher education's entrepreneurship and innovation education faces multiple challenges, such as outdated teaching models, a singular educational service system, and low resource utilization efficiency. This paper explores how AI technology can empower higher education's entrepreneurship and innovation education, driving transformative changes in teaching models through personalized learning path planning, intelligent teaching evaluations, and virtual reality simulations. Additionally, services such as intelligent mentor consultations, automated assessments of entrepreneurial projects, and precise information dissemination have effectively enhanced the educational service system for innovation and entrepreneurship. Moreover, the application of AI technology has facilitated the deep integration of universities with enterprises, industries, and practical applications, creating platforms for resource sharing and cultural exchange, and fostering a favorable ecosystem for innovation and entrepreneurship. However, the integration of AI technology in education also brings challenges such as ethical risks, data security issues, faculty development, and cost concerns, which necessitate comprehensive countermeasures. Through in-depth analysis, this paper provides theoretical support and practical guidance for the integrated development of higher education's entrepreneurship and innovation education.