Stakeholders’ role in entrepreneurship education and training programmes with impacts on regional development

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.

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.

PurposeResearchers have been trying to identify different psychological attributes which influence entrepreneurial intention (EI) and role of entrepreneurial education and training programs to develop these attributes among women. Therefore, the purpose of this study is twofold: firstly, to evaluate the difference among psychological attributes before and after an entrepreneurial education and training program. Secondly, to examine the effects of psychological attributes on EI among female students in Saudi Arabia.Design/methodology/approachA detailed program was designed with the combination of entrepreneurial education and training program throughout a 14-week semester. Data were collected using a structured questionnaire from 310 female university students studying in a Saudi university and participated in this program. SPSS, version 20, was used to analyze the data.FindingsEntrepreneurial education and training programs based on active learning and learner-centered approaches play an important role to significantly improve the level of psychological attributes and EI of female students. Furthermore, findings of this study also suggest that psychological attributes (training retention, self-confidence, tolerance of ambiguity, innovativeness and achievement motivation) positively influence EI.Originality/valuePrevious studies only focused on relationship testing among psychological attributes and EI. This research proposes strategies to design entrepreneurial education and training program to improve psychological attributes and EI which can be considered practical version of EntreComp conceptual model.

Based on extensive firsthand experience with entrepreneurship education and training programs for women and a thorough review of the literature on women's entrepreneurship and leadership as it relates to entrepreneurship education and training, the authors present a framework for designing and implementing effective programs for women. The framework provides the core factors that need to be considered to effectively achieve a program's goals: the elements of the program, human factors, the contextual environment, and funding. While the framework is applicable for entrepreneurship education and training programs in general, the authors demonstrate its specific utility by sharing firsthand examples from their work with women entrepreneurs from more than 20 developing countries throughout the past 10 years. This paper provides guidelines that can be used by scholars researching entrepreneurship, leadership, women in business, and developing economies, as well as by program directors offering entrepreneurship education and training programs.

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.

This paper rests on a survey among students of Arab Open University (AOU) that covered 6,369 students from all branches (in eight countries) and across all four colleges. It endeavours to raise a case for introducing entrepreneurship education in AOU. The Survey results show a surprisingly high level of entrepreneurial intention among the students, and the overwhelming majority of them are demanding introduction of entrepreneurship education. The Paper uses results of the Survey to present how the students of AOU desire their entrepreneurship education and entrepreneurship training programmes to be organised, and to identify the target groups of each of the two programmes. Based on these results and on selected literature review of the concepts of entrepreneurship, entrepreneurship education and entrepreneurship training, an outline of entrepreneurship curricula and of teaching and training methods are suggested. Both curricula and methods advanced could be of relevance beyond the specific case of AOU.

Many scholars have stressed on the strong relationships between entrepreneurship, self-employment and the labor market growth in contemporary society. Several training and academic programs have been designed and developed all around the world to increase entrepreneurial propensity. This article aims to show the empirical evidences about the effects of entrepreneurship education programs on perceived attractiveness and perceived feasibility of new venture initiation, entrepreneurship-related human capital assets and entrepreneurship outcomes. Moderators affecting the relationship between entrepreneurship education and entrepreneurial intentions and outcomes—such as the attributes of education itself, the individual’s background, and the contextual factors—have been analyzed. Explorations of the main theoretical frameworks that argue the positive relationships between entrepreneurship education and entrepreneurial intentions and performance have been conducted. Different pedagogical models adopted for entrepreneurship education programs have been compared. The study was conducted through the systematic literature review method, allowing the suggestion of evidence-based policies at an organizational and a national level of analysis. The role of entrepreneurship education in adjusting and refining the participants’ assessment of their own entrepreneurial aptitude can explain the small positive relationship between entrepreneurship education and entrepreneurial intentions revealed by several meta-analyses.

The present study offers new input to the discussion of how entrepreneurship education and training programmes can be tailored to suit design professionals. To a large extent, existing entrepreneurship teaching for creative people is based on a traditional administrative management logic that often results in a clash between entrepreneurial demands and creative identities. The paper is based on the following rationale: the better we understand designers' reasoning and their struggles concerning becoming entrepreneurs, the better we are able to design entrepreneurship learning experiences that meet their needs. Since designers' career‐making tends to be highly driven by their strong sense of identity, the paper takes an identity perspective. The empirical foundation of the research is based on observation studies and phenomenological interviews conducted during an eight‐week entrepreneurship training program. Twenty‐five nascent design entrepreneurs with a professional background as designers participated in the voluntary programme. The paper offers novel and critical insights into designers' experiences of the entrepreneurial identity and reasoning as they participate in entrepreneurship training.

Literature reviews have concluded that entrepreneurship education and training programs are particularly effective in fostering entrepreneurship when they are action-oriented (e.g., Carpenter and Wilson, 2022. Despite this, the theoretical understanding of the training design elements, mechanisms, and boundary conditions of such programs is still limited. We suggest that the concept of active learning provides a useful theoretical framework to explain the effectiveness of action-oriented entrepreneurship education and training. Referring to the concept of active learning, we review the literature to present an overview of the short- and long-term effects on entrepreneurial outcomes as well as within-training processes and diferential efects of action-oriented entrepreneurship education and training programs. Based on the review, we present an extended active learning framework of action-oriented entrepreneurship education and training that adds coaching/mentoring and working in teams to the core training design elements of control, exploration/experimentation, and information provision. Furthermore, the extended active learning framework describes the within- and post-training processes as well as the short-term learning and long-term entrepreneurial outcomes of action-oriented entrepreneurship education and training. We conclude by presenting avenues for future research.

PurposeThere is a long-standing debate on whether the entrepreneurship education program (EEP) of university graduates can promote entrepreneurship intention and behaviour. The purpose of this paper is to use the theory of planned behaviour as a conceptual framework and compare the differences in entrepreneurial attitude, subjective norms, perceived behavioural control and intentions among students who participated in entrepreneurship education with a control group of Master of Business Administration (MBA) students in Pakistan. The study further examines what drives intentions between the two groups.Design/methodology/approachData were collected using a questionnaire survey from 348 entrepreneurship students and 329 MBAs in their final year (both groups did a total of four years’ tertiary study). One-way analysis of variance test and regression analysis were used to examine the differences and the antecedents of entrepreneurship intention between the two groups.FindingsMBAs have higher entrepreneurial intentions (EIs) than EEP students and the EIs are statistically significant. Nevertheless, the authors did not find any differences in attitude, perceived control behaviour and subjective norms towards entrepreneurship in both the groups. The entrepreneurship intentions of the MBA students are more influenced by social pressure as opposed to EEP students who are influenced by perceived control behaviours.Research limitations/implicationsFirst, although the study introduced a control group, comparisons were based only on EIs and their antecedents in participants’ final year of study. This cross-sectional design provides no information about how much intentions and antecedents changed over time. A longitudinal study would provide information about such changes. Second, the groups in the study were matched in terms of gender, age distribution, family background, years of study and presumed disposition towards running their business. It would be useful if future comparative and longitudinal research measured these individual factors and their effects.Practical implicationsEducational activities render the starting of a business desirable and feasible by changing the attitudes and intentions. Nevertheless, various exposures to the challenges of being an entrepreneur via the education programmes may lower their intention to be entrepreneurs. As such, entrepreneurial programmes should be designed with care.Social implicationsThe study provides some insights on improving EIs especially in understanding the antecedents that are important for nations, such as Pakistan which has high unemployment and widespread poverty.Originality/valueThis study provides fresh evidence on the role of entrepreneurship education by comparing EIs and the cognitive antecedents of intentions of the two groups – entrepreneurship as well as MBA students.

This literature review re-examines how entrepreneurship education (EE) can be fitted to corporate entrepreneurship (CE) and industry needs. A PRISMA-driven systematic review of 43 peer-reviewed papers was conducted to examine the link between EE and CE and how higher education institutions (HEIs) can effectively prepare graduates for entrepreneurship and intrapreneurship careers. The findings reveal that EE has a supportive and enabling relationship with CE. At the same time, the entrepreneurial background of senior executives is important for overall business intent and performance in a supportive learning environment. The study identifies five key approaches to enhance EE programs: (1) creating an industry-focused supportive curriculum, (2) integrating experiential learning, (3) encouraging industry collaboration, (4) deploying technical tools (5) emphasising EE trainers’ skill competencies development. By implementing these strategies, EE programs can equip graduates with the entrepreneurial mindset and skillset needed to improve their employability and drive innovation in corporate settings, ultimately enhancing business adaptability and competitiveness. The study contributes to the entrepreneurship education field by offering a path for adapting EE to prepare entrepreneurial graduates to drive business growth and personal entrepreneurship careers. The study's novelty lies in stressing the underexplored relationship between EE and CE, focusing on how EE can foster intrapreneurship and traditional entrepreneurship. The focus on HEIs to better align EE with the practical needs of corporations is a valuable contribution, especially in an era where businesses require innovative and ready-made corporate graduates due to the availability of limited resources.

Entrepreneurship is a driving force for economic wealth. In past years, interest and investment in entrepreneurship education and training programs have increased substantially. However, research on the impact and success factors of entrepreneurship education remains ambivalent. While some studies find that entrepreneurship programs foster skills relevant for entrepreneurs, others find only weak or no effects. Part of this ambiguity may be explained by self-selection effects, raising the question of whether students interested in entrepreneurship education are upfront different from those who are not. Understanding this is important to choose adequate control groups when evaluating entrepreneurship education. We address this research gap by testing our hypothesis on a sample of 359 non-applicants and 495 applicants of a well-known and successful entrepreneurship program for university students in Germany. The dedicated application process allows us to clearly identify candidates who knew the program and decided against applying. Our results indicate that applicants are more “ entrepreneurial ” than non-applicants along several dimensions frequently used to evaluate entrepreneurship education. Additional analyses reveal statistically significant a priori differences between male and female applicants. This suggests that researchers must pay rigorous attention to selecting suitable control groups when evaluating the impact of entrepreneurship education.

PurposeThe purpose of this paper is to evaluate an entrepreneurship training and education programme, which has already had five editions in the Sabor region of Portugal’s northern interior. This evaluation was conducted in order to propose new guidelines to improve the Sabor Entrepreneurship Programme (SEP).Design/methodology/approachThe research included primary data collection using mixed methods (i.e. quantitative and qualitative). Questionnaires were distributed to 103 entrepreneurs who participated in the SEP, and interviews were conducted with entities involved in developing this programme. The data were processed using cross-sectional content analysis of the interviews and descriptive analysis of the completed questionnaires in order to ascertain the opinions of all the parties involved in the SEP.FindingsThe results show that the SEP has been modified throughout the five editions, which has contributed to better performance. Based on the findings, new guidelines were proposed for the programme, such as the implementation of new phases and improvement of various methods used. The proposed phases include the validation and full development of business ideas, management decision training for entrepreneurs, help with financing solutions and support during new companies’ first three years. The results also indicate that the SEP needs to create an entrepreneurial ecosystem that includes public policies and the involvement of other local entities that are active in the region and that have the skills entrepreneurs need.Originality/valueThis study’s findings have theoretical and practical implications, which provide empirical evidence of how evaluating entrepreneurship education and training programmes can make them more effective and efficient. In addition, the results contribute to the evolution of the existing knowledge about entrepreneurial ecosystems.

Foremost objective of this manuscript is to empirically testify the direct and indirect influence of EM and IEO on EI through the mediation of EE while conditioning the indirect effect with the moderation of entrepreneurial inclination. The measurement model; model fitness, convergence and divergence were assessed through CFA, whereas hypotheses were tested using SEM and PROCESS Macro for SPSS. EM and IEO were found influencing EI directly and indirectly through EE. Conditional indirect effects of EM and IEO on EI were found most positive for entrepreneurially inclined students. The findings of the study provide valuable suggestive measures for implementation by universities while designing and conducting entrepreneurship training and education program.

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.