Abstract
Purpose: This study aims to explore the effects of entrepreneurship education by examining the influences of the curriculum system, teaching team, design of practical programs, and the institutional systems on universities’ entrepreneurial education performance.Design/Methodology/Approach: This paper employs a case-based approach—Qualitative Comparative Analysis (QCA). Data were collected from 12 universities that were typical cases in the implementation of entrepreneurial education. The four dimensions of entrepreneurship education are applied as conditional indicators. fsQCA3.0 software is used to analyze the necessary conditions and condition combination of the truth table.Findings: There are three sets of condition combinations of the intermediate solution that results in a high level of entrepreneurial education performance: (1) when the credit ratio of entrepreneurship courses is higher and there are more practical platform platforms, even if the entrepreneurship education system and mechanism is less mature, the level of entrepreneurial education performance is high; (2) with a higher credit ratio of entrepreneurship courses, higher quality of teaching teams, and higher standard of practical platforms, the level of entrepreneurial education performance is high; (3) with a higher level of credit ratio of entrepreneurship courses and more practical platforms, as well as mature entrepreneurship education system and mechanism, even if the quality of the teaching team is lower, the level of entrepreneurial education performance is satisfied.Research Limitations/Implications: The dimensions of entrepreneurship education can be expanded; additionally, given that there are many other factors affecting entrepreneurial performance, it is necessary to identify and integrate other possible factors on an ongoing basis.Practical Implications: This study offers practical implications for universities and policy makers that can promote the transformation of theoretical knowledge into practice in the field of entrepreneurship in colleges and universities.Social Implications: This study is one of the first to empirically examine the effect of institutional-driven entrepreneurship education in developing countries. The enhancement of entrepreneurship education can benefit the development of individuals and schools, and even has a potential impact on the progress of the country and society as a whole.Originality/Value: This study emphasizes the significance of viewing the entrepreneurial education as a multi-dimensional concept by targeting different kinds of players. Furthermore, it employs a case-based approach to identify configurations of the antecedent attributes of the curriculum system, teaching team, design of practical programs, and the institutional systems, and their influence on universities’ entrepreneurial education performance.
Highlights
Scholars have long been interested in the effect of entrepreneurial education on the potential entrepreneurs among university students (Sherman, 2005; Cruz et al, 2009; Li and Liu, 2011; Johansen, 2014)
This paper examines 12 universities and conducts QCA on the factors influencing the universities’ performance in an entrepreneurship competition from the perspective of Curriculum system, Teaching team, Practical platform, and institutional system and mechanism
Full use should be made of case studies, curriculum education reform should be carried out, and innovation and entrepreneurship education should be integrated into professional teaching courses
Summary
Scholars have long been interested in the effect of entrepreneurial education on the potential entrepreneurs among university students (Sherman, 2005; Cruz et al, 2009; Li and Liu, 2011; Johansen, 2014). Some studies have focused on the notion that entrepreneurial education enhances the positive perception of entrepreneurship, such as entrepreneurial intentions (Liñán et al, 2011), entrepreneurial self-efficacy, attitudes to entrepreneurship (Liu et al, 2019), and start-up behavior (Karlsson and Moberg, 2013). Some studies on entrepreneurial education effects show contrasting results wherein the effect on students’ self-assessed entrepreneurial skills is insignificant and the effect on the intention to become an entrepreneur is even significantly negative (Hessel et al, 2008; Oosterbeek et al, 2010). Fayolle et al (2015) reported that the effects of an entrepreneurial education program are related to previous entrepreneurial exposure. The results highlight significant negative effects of entrepreneurial education programs on students with previous experience of entrepreneurship
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