Academic Entrepreneurship Education Research Articles

The EntreComp Bias: A Qualitative Study on Entrepreneurial Competence in Entrepreneurship Training

As entrepreneurship is seen as a catalyst for innovation, economic growth and social progress, European public authorities are promoting entrepreneurial activity through education and training. Despite extensive research on academic entrepreneurship education, entrepreneurship training has received less attention. Entrepreneurship education refers to structured educational interventions designed to equip potential and existing entrepreneurs with the knowledge, skills and attitudes needed to start and run successful businesses. Entrepreneurship training is designed to promote the entrepreneurial competences identified in the European Commission’s Entrepreneurship Competence Framework (EntreComp). In a qualitative study of training activities, a content analysis was conducted to assess the compliance of the learning content with this policy standard. An internet search identified 194 courses in the Berlin-Brandenburg metropolitan region, Germany. The course descriptions were systematically analyzed and coded using the EntreComp framework. The results indicate that the courses primarily convey management knowledge rather than an entrepreneurial mindset. More than 50% of the content is related to start-up preparation, legal issues, finance and marketing, with less emphasis on creativity and interpersonal skills. Most courses prioritize knowledge acquisition, often neglecting the development of skills and attitudes. The entrepreneurship training programs studied adhere to a traditional approach to education in terms of educational paradigms. The study highlights a discrepancy between recommended policies and educational practices and suggests implications for the design of entrepreneurship training programs.

Shaping and negotiating entrepreneurial selves in academic entrepreneurship education

Entrepreneurship education (EE) appears to be a way to extend the market orientation in academic education into pedagogical arrangements and students’ self-understanding. This we argue based on a case study of a startup entrepreneurship course designed and promoted by the international Junior Achievement -network and organised co-operatively by four Finnish higher education institutions. We examine how the course practices aim to shape students’ entrepreneurial mind-sets and behaviour. We are interested in how students internalise these practices and, specifically, how they challenge and resist the expectations placed on them. To answer these questions, we analyse the course materials and students’ reflections from a governmentality perspective. We perceive EE as a governing technology which intervenes with the formation of subjectivity. Our study contributes to critical EE studies by showing how the pedagogical practices of the startup course utilise market logic in attempting to make students autonomous and proactive entrepreneurial subjects. Students seem to have internalised the favoured subjectivity, but they also subtly break the expectations when given a chance. Based on the study, we argue that applying market logic in the pedagogical practices of academic education tends to disregard and ignore the value of abstract theoretical cultivation and redefines the roles...

The Impact of Entrepreneurship Education Program on Entrepreneurial Intention: Case of Sidi Bennour Polydisciplinary Faculty

Abstract This research tries to examine the impact of entrepreneurship education on student’s entrepreneurial intention, by making a comparative analysis among different groups of students in Polydisciplinary Faculty of Sidi BENNOUR, Chouaib Doukkali University. The success of entrepreneurship education programs remains unanswered if it doesn't lead the student to entrepreneurship or at least to develop a profile validating entrepreneurial attitudes. This article attempts to discuss entrepreneurship education from the perspective of practical and theoretical implications and discusses its role in the context of national economy. A set of hypotheses was formulated according to demographics, disciplines, and education levels to understand their impact on entrepreneurial intentions and attitudes. These hypotheses were tested in a quantitative survey of two different population of students participating in an academic entrepreneurship education program. JEL classification numbers: L26. Keywords: Entrepreneurial intention, Entrepreneurship education, Students, Entrepreneurship, Chouaib Doukkali University.

Linkages between entrepreneurial intentions and entrepreneurship education: new evidence on the gender imbalance

PurposeEmbracing the theories of gender role and career socialization, this study focuses on young adults and explores gender differences in entrepreneurial intentions and entrepreneurship education.Design/methodology/approachBased on 203 young adults, this study employs a logistic regression model to test hypothesis 1 regarding differences in gender. In addition, it performs an analysis of variance using the two groups of young adults with and without academic entrepreneurship education to detect differences in entrepreneurial intentions between men (hypothesis 2) and women (hypothesis 3).FindingsThe empirical findings from a European country trailing in university-level entrepreneurship education confirm the dominant evidence that young women have lower entrepreneurial intentions than young men. In addition, women's proclivity toward entrepreneurship is lower with academic entrepreneurship education than without.Originality/valueThis study provides new evidence from Greece, which has few studies on entrepreneurship education at the tertiary level. Scholars are advised to keep track of the new pathway exploring linkages between gender, entrepreneurial intentions and entrepreneurship education. Policymakers in Europe are encouraged to establish an approach of tailoring university courses to their students. Currently, society will benefit from entrepreneurship education curricula targeting young women based on their particular needs and interests, while nurturing their entrepreneurial intentions.

Fulfilling University third mission: towards an ecosystemic strategy of entrepreneurship education

ABSTRACT This paper presents an organizing framework of Entrepreneurship Education (EE) evolving strategies to fulfill third mission in an Entrepreneurial University. Actually, universities are struggling to face the challenges in achieving third mission objectives enhancing entrepreneurial culture to prosper in an entrepreneurial society. In this context, there is currently no clear categorization in the literature of the different EE academic strategies able to contribute differently to third mission goals and impact. Gathering from the literature on EE, the paper typifies academic EE strategies and their evolution toward an ecosystemic approach that is here seen as an ideal scenario to align EE within the mission and values expected to achieve third mission outcomes and impact. The contribution is a starting point for future research in the field, paving the way for empirical validations able to highlight the link between University EE strategy and University ability to implement its third mission. It can also serve as a guide for entrepreneurship educators, university executives and policy makers to develop extensive and effective strategies in the EE field.

Academic Entrepreneurship Education: Does Gender Matter?

Academic entrepreneurship education aims to train and raise awareness amongst students about entrepreneurial activity, thereby increasing the number of academic start-ups and spin-offs. However, as yet, there are very few findings on the gender-specific differences amongst potential entrepreneurs. Building on the current state of research, gender-specific differences in the form of various different components of entrepreneurial competence are examined. This study focuses in particular on (1) entrepreneurial knowledge, (2) domain-specific interest in entrepreneurship, (3) interest in leadership roles, and (4) entrepreneurial and (5) intrapreneurial intention. Based on an online survey of 281 students of a German and Czech university, the mean differences show that there are statistically significant lower values for female students than for male students for all the variables investigated, that is with exception to intrapreneurial intention. These findings underline the need for targeted promotion of female entrepreneurship within the context of academic entrepreneurship education.

Entrepreneurship education and gender: the man-made entrepreneur

As the literature on entrepreneurship education grows, the issue of equality in entrepreneurship education has been raised; i.e., whether students are educated to become entrepreneurs equally. This article provides a critical and thought-provoking analysis of a portfolio of practices that, on the surface, appear to be successful in training entrepreneurs. To this purpose, we initiate a debate on what entrepreneurship education programmes tend to omit. We provide an argument within entrepreneurship scholarship that takes into consideration the diversity and complexity of gender in entrepreneurship. We present an insightful example of what we do in our university classrooms whilst calling for a more encompassing perspective of gender within present-day teaching practice. We acknowledge that academic entrepreneurship education is gendered (Ahl, 2006) and we show how hegemonic masculine-framed foundations of entrepreneurship influence the vocabulary of teaching and learning in Sweden. The paper provides insights into how both teachers and students unluckily, fail to identify the masculinisation of entrepreneurship education.

Success Factors of Academic Entrepreneurship Education: A New Approach

Success Factors of Academic Entrepreneurship Education: A New Approach

Success factors of academic entrepreneurship education: a new approach

Discussions about whether entrepreneurship education stimulates entrepreneurial intentions and start-up activities continue due to weak empirical evidence and stagnating start-up rates. Based on th...

Strategic Approaches to Activating Academic Entrepreneurship in Modern Mega-Universities: Prospects for Ukraine

Introduction. Currently, R&D activity is the main in all the top universities in the world because it is focused on the acquisition of new knowledge, while educational is only on the use of acquired knowledge. However, in Ukraine, the trend of academic entrepreneurship development has not yet taken on proper significance. Problem Statement. The implementation of the idea of intensifying the innovation-investment movement in Ukrainian universities involves upgrading the existing innovation-oriented infrastructure and developing an effective plan of action for those universities in which material and technical and intellectual foundation till have a well-preserved. Purpose. formulate strategic approaches to the commercialization of research products in modern mega-universities, which generally involves the intensification of research activities in the context of international academic entrepreneurship education as an imperative for the development of a high-tech, export-oriented and socially responsible model of economy. Materials and Methods. The methods of economic (in particular PEST- and SWOT-analyzes) and logic-structural analysis, methods of comparison, synthesis, forecasting, theoretical generalization, as well as economicstatistical methods of analysis of actual data are used. Results. A result of this initiative is to formulate recommendations and steps to increase the non-budgetary sources of funding for university research and innovation activities in Ukraine, in particular by raising the profitability of intellectual property and the creation of small innovative enterprises. Conclusions. The results obtained will allow us to formulate strategic principles in the development of a new methodological paradigm for the commercialization of the results of intellectual work in universities, taking into account the development trends of the world and the features of national science.

Strategic Approaches to Activating Academic Entrepreneurship in Modern Mega-Universities: Prospects for Ukraine

Introduction. Currently, R&D activity is the main in all the top universities in the world because it is focused on the acquisition of new knowledge, while educational is only on the use of acquired knowledge. However, in Ukraine, the trend of academic entrepreneurship development has not yet taken on proper significance. Problem Statement. The implementation of the idea of intensifying the innovation-investment movement in Ukrainian universities involves upgrading the existing innovation-oriented infrastructure and developing an effective plan of action for those universities in which material and technical and intellectual foundation till have a well-preserved. Purpose. formulate strategic approaches to the commercialization of research products in modern mega-universities, which generally involves the intensification of research activities in the context of international academic entrepreneurship education as an imperative for the development of a high-tech, export-oriented and socially responsible model of economy. Materials and Methods. The methods of economic (in particular PEST- and SWOT-analyzes) and logic-structural analysis, methods of comparison, synthesis, forecasting, theoretical generalization, as well as economicstatistical methods of analysis of actual data are used. Results. A result of this initiative is to formulate recommendations and steps to increase the non-budgetary sources of funding for university research and innovation activities in Ukraine, in particular by raising the profitability of intellectual property and the creation of small innovative enterprises. Conclusions. The results obtained will allow us to formulate strategic principles in the development of a new methodological paradigm for the commercialization of the results of intellectual work in universities, taking into account the development trends of the world and the features of national science.

How University’s Activities Support the Development of Students’ Entrepreneurial Abilities: Case of Slovenia and Croatia

The paper reports how the offered university activities support the development of students’ entrepreneurship abilities. Data were collected from 306 students from Slovenian and 609 students from Croatian universities. The study reduces the gap between theoretical researches about the academic entrepreneurship education and individual empirical studies about the student’s estimation of the offered academic activities for development of their entrepreneurial abilities. The empirical research revealed differences in Slovenian and Croatian students’ perception about (a) needed academic activities and (b) significance of the offered university activities, for the development of their entrepreneurial abilities. Additionally, the results reveal that the impact of students’ gender and study level on their perception about the importance of the offered academic activities is not significant for most of the considered activities. The main practical implication is focused on further improvement of universities’ entrepreneurship education programs through selection and utilization of activities which can fill in the recognized gaps between the students’ needed and the offered academic activities for the development of students’ entrepreneurial abilities.

Attitude to Business Reality, Perceived Value Creation and Subjective Norms: How They Impact on Students of Higher Learning Institutions’ Self-Employment Intentions in Malaysia

The modern-day economy demands dynamic real estate entrepreneurial professionals as graduates’ job placement are becoming more competitive. The purpose of introducing entrepreneurship education into the Malaysian Higher Learning Institutions (HLIs) is to boost the employability of the graduates but the realization of this purpose in some of the university’s programmes is still unclear. In this regard, this research employed the theory of planned behaviour to assess hypotheses of the role of attitude in business reality, perceived value creation perceptions and subjective norms in influencing the self-employment intention of real estate management (REM) students. The hypotheses were tested using cross-sectional data from 408 REM students of the Malaysian public universities. The research findings reaffirmed that attitude to business reality and perceived value creation did play a significant role in explaining REM students’ self-employment intention while subjective norms had no significant impact. However, the role of attitude to behaviour in business reality acted to be more relevant. The implications of the research findings could impact educational policy, particularly, academic entrepreneurship education. DOI: 10.5901/mjss.2015.v6n5s1p186

The role of entrepreneurship education and start‐up experience for handling communication and liability of newness

PurposeThe aim of this study is to test the assumption that ability to handle communication and liability of newness (LoN) is enhanced by academic entrepreneurship education and/or previous start‐up experience.Design/methodology/approachThe data collection includes a questionnaire with a total sample of 392 responding entrepreneurs in Sweden. Statistical analyses are made between entrepreneurs with academic entrepreneurship education respectively previous start‐up experience.FindingsThe findings show that entrepreneurs with experience from entrepreneurship education report more developed communicative skills in the dimensions of openness as well as adaptation, whereas the dimension of other‐orientation is found to be learned by previous start‐up experience. When it comes to perceived problems related to LoN the differences between the groups were not as strong as assumed. However, the differences observed imply that also for handling LoN the authors identify a combined effect of possessing start‐up experience as well as experience from entrepreneurship education. Consequently, entrepreneurs with experience from both, show in total the most elaborated skills.Practical implicationsOne way to improve future entrepreneurship educations is to make students more aware of the mutual profit in a business agreement and how to communicate this in a marketing situation. Another suggestion is to include starting business as a course work.Originality/valueThis study not only meets the call for actual outcome from entrepreneurship educations in terms of changed behaviour but also for interdisciplinary research in the entrepreneurship field in integrating leadership research with focus on communication.

Development and Prospects of Academic Entrepreneurship Education in Germany

This contribution deals with the development of entrepreneurship education at university level in Germany. Starting with a definition of the concept, the article focuses on relevant issues of entrepreneurship education, such as target groups and teaching formats. With particular emphasis on empirical studies carried out by the German Association for Promoting Academic Entrepreneurship Research (FGF), noteworthy milestones in the development of entrepreneurship education in Germany will be discussed, along with those trends that are likely to be important in the future.