Show me the money: the impact of funding on entrepreneurship education at German universities

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.

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.

Student entrepreneurial interest is very important to encourage economic growth through job creation. This study aims to analyze the effect of entrepreneurial skills and access to capital on entrepreneurial interest with entrepreneurship education as a mediating variable in Universitas Padjadjaran students. The research method used is quantitative with explanatory descriptive design. Data were obtained using a closed questionnaire distributed digitally through Google Form with a Likert scale to students, then analyzed using path analysis techniques to test the direct and indirect effects between variables. The results showed that entrepreneurial skills have a significant direct effect on entrepreneurial interest and entrepreneurship education. Entrepreneurship education is also proven to have a significant effect on entrepreneurial interest. However, entrepreneurship skills have no significant effect indirectly through entrepreneurship education, while access to capital has no significant effect either directly or indirectly. This study highlights the importance of developing entrepreneurial skills and strengthening practice-based entrepreneurship education programs to increase students' interest in becoming entrepreneurs. Support in the form of relevant training is also recommended to enrich students' skills in starting and running a business.

PurposeThe purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers.Design/methodology/approachThis research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques.FindingsThe evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes.Research limitations/implicationsThe study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design.Practical implicationsThe HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation.Originality/valueThis study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees.

Abstract. This study aims to find out how to foster interest in student entrepreneurship and to determine the effect of entrepreneurship education and self efficacy on students' interest in entrepreneurship, the research method used is explanatory survey with a quantitative approach. The subjects of this study were students in one of the high schools in Indonesia. Samples taken from the existing population were done by simple random sampling with as many as 60 students. Data analysis techniques used to answer the research objectives are divided into 3, namely: confirmatory factor analysis, regression analysis, and one way ANOVA. The results of the study show that entrepreneurship education does not influence the interests of student entrepreneurship, and self-efficacy has a significant effect on students' interest in entrepreneurship or has a role in the interest of student entrepreneurship. Another finding from this study is that entrepreneurship education and self-efficacy influence student interest in entrepreneurship. This shows that entrepreneurship education and self-efficacy will provide experience indirectly to someone to have an interest in entrepreneurship, because at least someone or students have knowledge of how to run a business, how to deal with problems in business, how to market products or services, how to access capital and so on . Keywords: entrepreneurship education, self efficacy, interest in entrepreneurship

Purpose This research aims to examine the effectiveness of entrepreneurship education programs in influencing the entrepreneurial intentions (EI) of engineering students in higher education institutions (HEIs) in Morocco. Design/methodology/approach This study evaluates entrepreneurship education’s impact on engineering students’ EIs in Morocco using cross-sectional methodology and quantitative approach, using partial least squares and structural equation modeling. Findings Entrepreneurship education indirectly influences engineering students’ EIs through attitude, subjective norms and perceived behavioral control, with a positive impact on these antecedents. Research limitations/implications This study has several limitations, including a small sample size of 126 engineering students from the Moroccan School of Engineering Sciences and the use of cross-sectional data, which captures student responses at a single point in time, limiting the ability to assess changes over time. Originality/value This study demonstrates that entrepreneurship education programs play a crucial role in fostering EIs among engineering students in Morocco’s HEIs. Consequently, the active role of these institutions in developing students’ entrepreneurial skills is expected to have a significant and positive impact on their EIs.

Entrepreneurship is essential for students to gain knowledge about entrepreneurial skills, attitudes, and intentions. The purpose of this research is to investigate the impact of cognitive factors on students’ entrepreneurship intentions at Universiti Teknologi MARA (UiTM). This quantitative study included 217 respondents from six (6) UiTM branches in the provinces that offer hospitality programmes. The data were analysed using partial least squares methods. The current study’s findings reveal that entrepreneurship education encourages hospitality students to become entrepreneurs through the discovery of a positive relationship between entrepreneurship education programmes and students’ entrepreneurship intentions. This finding extends the conclusion of previous studies on the influence of cognitive factors as entrepreneurship education is found to have a positive impact on students’ entrepreneurial intention, especially to start a business. Therefore, there is a need for institutions and educators to deliver learning programmes and extracurricular activities that can arouse and cultivate student interest in entrepreneurship. This approach provides students with the knowledge, attitudes, and skills they will require to start and manage their own businesses. As the hospitality students in the current study concurred that encouraging entrepreneurial intentions requires entrepreneurship education, this study concludes that entrepreneurship education is important in encouraging students to become entrepreneurs in the future.

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.

This research departs from the large number of tuition in Indonesia and the lack of entrepreneurs who graduated from universities. This study aims to find out: 1) Is there an influence of entrepreneurship education on the entrepreneurial interest of Tadris IPS students of UIN Sayyid Ali Rahmatullah Tulungagung? 2) Is there an influence of entrepreneurship education on the creativity of Tadris IPS students of UIN Sayyid Ali Rahmatullah Tulungagung? The benefit of this research is to provide an understanding of the influence of entrepreneurship education on students and related institutions in the hope of motivating and increasing students' interest and creativity in entrepreneurship. This study uses a quantitative approach because the data of this research is in the form of numbers that have gone through statistical analysis. This study uses numbers to explain and describe the results that have been tested with real life. Based on the results of the determination coefficient test (R Square), entrepreneurship education has an influence of 21.2% on students' interest in entrepreneurship. Based on the results of the determination coefficient test (R Square), entrepreneurship education has an influence of 5.7%. This means that entrepreneurship education only explains 5.7% of the variation in entrepreneurial creativity, so there are still other external factors that are more dominant in influencing students' interest and creativity. The results of this study indicate that entrepreneurship education plays an important role in increasing students' interest and creativity in entrepreneurship. Therefore, improving the quality of entrepreneurship education and adding practical experience can further encourage student creativity in entrepreneurship. This also shows the need for additional support for other factors that affect creativity so that entrepreneurship education can be more optimal in encouraging business innovation among students.

Purpose– The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs.Design/methodology/approach– This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines.Findings– Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts.Research limitations/implications– The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations.Practical implications– The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs.Originality/value– The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

The problem of unemployment has become increasingly worrying in Indonesia recently. Innovation is needed in learning to increase interest in entrepreneurship among pupils and students. This research aims to look at research trends regarding entrepreneurial interest in the educational environment. The method used is a systematic literature review (SLR). Data was collected from several journal articles indexed by Sinta 1-4 and Scopus. From the established criteria, 50 relevant articles were found to be reviewed systematically. The results of this research show: 1) there is an increase in research on interest in entrepreneurship in the educational environment from 2019 to 2024. 2) The variables that often appear are learning models and entrepreneurship education. 3) Research on entrepreneurial interest in the educational environment covers many variables, with a main focus on college students and students. 4) The use of quantitative research methods still dominates in this research. Suggestions for future researchers are to consider various research methods for a more comprehensive understanding of entrepreneurial interest.

The purpose of this paper is to explore the status of entrepreneurship education programs (EEPs) in Indonesia, expanding similar papers on related Australian EEPs in 2019 and Malaysian EEPs in 2021. The aim is to review neoteric global best practice entrepreneurship education (EE), aligning context and specific inference of EEPs in Indonesian Higher Education Institutions (HEIs) within dynamic entrepreneurial ecosystems. We provide a descriptive and emergent inquiry approach consisting of a review of prominent scholarship within the context of EEPs in Indonesia, together with a first of its kind quantitative component depicting the distribution of entrepreneurship spirit, EEPs, accelerators and entrepreneurship support services within HEIs. The paper highlights the sparse and inconsistent distribution across EEPs in Indonesia, further characterized by only a few dominant HEIs specializing in EE. The findings provide critical insights for HEI leaders, researchers, practitioners, and administrators wishing to enhance entrepreneurship and start-up resources at Indonesian HEIs. Further research, however, is recommended especially with respect to the efficacy and impact of these EEPs.

The increasingly fierce economic competition and the world of work make unemployment one of the main challenges, including in Indonesia. Although higher education is expected to increase job opportunities, many graduates still need help finding jobs that match their qualifications. Entrepreneurship education has emerged as a potential solution to reduce unemployment by encouraging students to be interested in entrepreneurship. However, the effectiveness of this program is often influenced by students' self-efficacy, namely their belief in their ability to succeed. This study examines self-efficacy as a mediator between entrepreneurship education and students' interest in entrepreneurship in Bali. Using an associative quantitative approach, 110 respondents were randomly selected from universities in Bali. Data was collected through questionnaires and analyzed using path analysis, Sobel test, and Variance Accounted For (VAF). The study's results show that entrepreneurship education positively and significantly influences self-efficacy and entrepreneurial interest. Self-efficacy has also been proven to mediate entrepreneurship education's influence on entrepreneurial interest significantly. These findings show that strengthening self-efficacy is the key to increasing the effectiveness of entrepreneurship education. This research implores the importance of a holistic approach in entrepreneurship education programs, which focuses on technical skills and the development of students' psychological aspects. Educational institutions and policymakers are expected to design more comprehensive programs to encourage the younger generation to become confident and innovative entrepreneurs.

Entrepreneurship education is crucial for students to learn knowledge around entrepreneurial skills, attitudes, and stimulates entrepreneurial intentions. This study aims to analyze the influence of entrepreneurship education program on student’s entrepreneurship intention in vocational schools with gender as moderation. There were 198 respondents from seven vocational schools in Yogyakarta province participated in this quantitative study. The analysis technique used is PLS-SEM with the help of SmartPLS software. The result revealed that entrepreneurship education programs are positively related to student’s entrepreneurship inspiration and intention. Extracurricular entrepreneurship activity is also positively related to entrepreneurship education inspiration and student’s entrepreneurship intention. However, the result displayed that gender insignificantly moderates the relationship between entrepreneurship education program and student’s entrepreneurship intention in vocational high school. Besides, schools and teachers need to present learning programs and extracurricular activities that can inspire and intend to generate interest in student entrepreneurship in the future.

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.