Entrepreneurship Courses Research Articles

It all starts with a story: Questioning dominant entrepreneurial identities through collective narrative practices

Taking a multiple-practitioner perspective on entrepreneurial identity construction, we explore how identities can be co-constructed through social interactions. In the context of a social entrepreneurship course at a Belgian business school, we stress the role of collective narratives in breaking free of dominant frames of reference and shaping emancipatory ones. As the stories unfold, collective narratives provide opportunities to perform and negotiate dominant identities as discursive resources: to ‘thin’ certain parts and ‘thicken’ other preferred traits. Through collective narrative practices, practitioners can disrupt the dominant individual heroic entrepreneur myth and develop new entrepreneurial identities reflecting an understanding of entrepreneurship as collective action. Our original intervention method, scaffolding conversations, shows how narratives can be collected and analysed at the individual and group levels, providing members with opportunities to reflect on their shared experiences, struggles and hopes.

Redefining Employability Skills in the Fourth Industrial Revolution: A Comparative Analysis with Nyerere's Second and Third Industrial Revolutions

The late Mwalimu Julius Nyerere is considered as one of the pioneers of the African revolution, his struggles entailed the economic change that embodied the employability transformations in order to increase production and enhance growth. However, changes in the industrial revolution as the result of technological changes resulted in the shift of employment patterns across generations from the Nyerere generation which represent the second and third industrial generation to the new fourth industrial revolution (4IR) which is characterized by high technological innovations. These innovations have led to the change in the government policies in order to equip youths especially university graduates with relevant skills to cope with the speed of 4IR. Despite the efforts undertaken by governments to address and enhance soft and technical skills development most graduates have been fearing of losing chances before these technological innovations, therefore the current study explores youth perception on the employability status in the face of 4IR in Tanzania using probit model from 100 students at Mzumbe university who were randomly sampled. The results reveal that there is a positive relationship between life/soft skills, technological/hard skills, awareness of 4IR, preparation for self-employment, and graduate’s employability in 4IR, shown by positive coefficients of 0.514, 0.337, 0.976 and 1.038 respectively. Life/soft skills, technological/hard skills, awareness of industry 4.0, and preparation for self-employment were found significant at a 5% significance level with p-values of 0.000, 0.034, 0.033, and 0.029 respectively. Simply the findings suggest that a graduate (finalist) who is aware of industry 4.0, is prepared for self-employment, and have soft/life skills and technological/hard skills. Therefore, the study recommends that higher learning institutions and government authorities governing higher learning should be investment in the soft skills among youths, and enhance entrepreneurial course that constitutes innovation and creativity components in order to enable graduates and youths be able to cope with the speed of the technological and industrial demands for employability.

INOVASI PRODUK MAKANAN DAN MINUMAN UNTUK MENINGKATKAN NILAI BAHAN LOKAL DI SMA 26 KOTA BATAM

SMA 26 is one of the state schools in Batam City. Batam 26 High School or known as Smandanam is a superior school which aims to produce a generation of knowledge and superior character. The PKM Team for the Batam Culinary Management Study Program and Tourism Polytechnic through PKM Activities chose SMA 26 as a partner because the school needs to increase self-development through student innovation through local food. Apart from that, its PKM activities are also in line with the Food Technology and Entrepreneurship courses. The selection of products to innovate is based on discussions between partners and their PKM teams. Based on the results of dedication to innovative learning in building student character in elementary schools, it is that in innovative learning teachers must prioritize fun learning to improve innovative learning outcomes and have students who have good character in learning.

University Innovation and Entrepreneurship Education and Professional Education Integration Curriculum System Construction

With the rapid development of the social economy and the rise of the knowledge economy, higher education is facing new challenges and demands. The traditional professional education model can no longer meet the requirements of comprehensive quality training for students and market demand. Therefore, universities have begun to integrate innovation and entrepreneurship education with professional education to cultivate high-quality talents with innovative spirit and entrepreneurial ability. The construction of the curriculum system is an important way to achieve the integration of professional and innovative education. This article, based on the “triple helix” theory, deeply investigates the problems existing in the integration of professional education and innovation and entrepreneurship education in universities, and analyzes the reasons for the separation of professional education and innovation and entrepreneurship education. Drawing on the experience of curriculum design in foreign universities, following the curriculum construction ideas of the mutual penetration of innovation and entrepreneurship courses with professional education, the unity of theoretical learning and practical application, and the pluralistic extension, a curriculum system suitable for cultivating innovative and entrepreneurial talents through the integration of professional and innovative education is constructed, providing a paradigm for the construction of innovation and entrepreneurship curriculum systems in Chinese universities.

ENTREPRENEURIAL INTENTION DEVELOPMENT MODEL ON STUDENTS

This research aims to determine the effectiveness of entrepreneurship education on students' entrepreneurial intention by placing motivation as a mediating variable.The research used a survey to obtain 308 Indonesian students who had taken entrepreneurship courses. Data analysis uses structural equation model partial least squares (SEM-PLS).The research results state that the effectiveness of entrepreneurship education has a direct effect on motivation. Motivation has an immediate effect on entrepreneurial intentions, while the effectiveness of entrepreneurship education has no direct impact on entrepreneurial intentions, and motivation is a mediating variable.
 Based on the research results, it implies that a stimulus is needed in the role of lecturers to increase motivation, which can encourage students to be interested in opening a business such as best practice.

Motivations for enrolling in university courses: Insights from an entrepreneurship course

Background: Studies on the impact of entrepreneurship education (EE) have produced mixed results, leading researchers to examine the reason for such inconsistencies. This article examines course enrolment motivation, as a possible factor contributing to the inconsistency in findings on EE impact studies.Aim: This study aims to identify whether students registered for a business degree exhibit different motivations for enrolling for a course in entrepreneurship and should such differences be found, to identify what the different motivations are.Setting: Data are collected from second-year students registered for a business degree at a South African university.Methods: Using purposive sampling, a survey was circulated to second-year business students in class after which the data were subjected to a principal component analysis to check for differences in motivation.Results: Three categories of responses were identified proving that there were statistically distinguishable differences in enrolment motivation.Conclusion: Three course motivational factors explain why students choose to register for an entrepreneurship course.Contribution: This study finds that not all students who have enrolled for a course in entrepreneurship have a desire or interest in entrepreneurship. This study suggests items and dimensions for measuring course enrolment motivation. Hence, the study also introduces a new measure that should be considered in future studies on the impact of EE and suggests further studies to confirm whether it impacts on EE.

Practicality of Using E-Learning Learning Media in Entrepreneurship Courses

This development research aims to develop a learning media in the form of E-Learning in entrepreneurship courses. This e-Learning is designed to improve student learning outcomes so that students can fully understand the material provided in the entrepreneurship course. This research uses the IDI (Instructional Development Institute) development method, the IDI development procedures are: define, develop, and evaluate. The type of data is primary data where data is provided by media experts, lecturers and students. The data analysis technique used is descriptive data analysis technique, namely by describing the validity and practicality of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is declared very valid in the content and interest aspects with a total validity value of 84.54%, while in the media and language aspects it is declared valid with a total value of 85.55% (2) The practicality of E-Learning is based on lecturer responses after going through validation declared practical with a total score of 81.25%, while the practicality of E-learning based on student responses after going through validation was declared very practical with a total score of 82.75%. Based on the findings of this research, it was concluded that E-Learning is valid and practical to be used as a learning medium in entrepreneurship courses and recommended for other courses.

Entrepreneurship education and new business creation among Ebonyi State University Graduates (2014-2020)

This study is on entrepreneurship education and new business creation among Ebonyi State University Graduates (2014-2020). 2014 was used as the base year because it was in 2014 that the University started offering entrepreneurship courses with emphasis on the development of entrepreneurship competencies, acquisition of entrepreneurship skills and development of entrepreneurship attitude. Specific objectives of the study were to determine the degree to which development of entrepreneurship competencies, entrepreneurship skills, and improvement of entrepreneurship attitude affect new business creation among Ebonyi State University Graduates. It was survey research that used a sample size of 392 from a population of 21,120. Using regression model to analyze data, it was found that development of Entrepreneurship competencies had significant positive (0.105) effect on new business creation; Entrepreneurship Skills had significant positive (0.346) effect on new business creation; and entrepreneurship attitude had significant positive (0.587) effect on new business creation among EBSU graduates. The implication of the study is that development of entrepreneurship competencies significantly affect creation of new businesses. The study recommends increase in duration and content of entrepreneurship education to ensure a link between the graduates and the business world.

Enablers of students' entrepreneurial intentions: findings from PLS-SEM and fsQCA

PurposeThis study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.Design/methodology/approachEntrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.FindingsThe factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.Originality/valueThe study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.

Prediction of Student Entrepreneurship Future Work based on Entrepreneurship Course using the Naïve Bayes Classifier Model

Entrepreneurs are critical to a country's economic progress and job creation. Few people felt schools have much to offer with business a generation ago. Students are expected to be an entrepreneur as the outcome of the course. The goal of this study is building a model to predict students' future employment, particularly in the field of entrepreneurship, using big data analysis and data mining. Various educational institutions can use data mining methodologies to identify hidden patterns in data contained in databases. The feature selection technique was utilised in this study to select and assess the significance of each element. The model was built using the final parameters determined by the feature selection technique (Correlation Based Feature Selection). Using the 10-fold cross validations for training and testing dataset distribution, the Naïve Bayes classifier was used to forecast the students' future of work. The dataset for the study was gathered from a student's performance report at Universitas Negeri Medan's engineering department. The effectiveness of using feature selection algorithms was compared to the effectiveness of not using feature selection algorithms, and the results are discussed. According to the findings of this study, the accuracy of Naïve Bayes with Correlation Based Feature Selection is 87.4%, which is higher than the model that did not use any feature selection. It was also discovered that the overall accuracy of the Correlation Based Feature Selection and Naïve Bayes Classifier models appears to be higher than that of the other treatments.

Factors Affecting The Learning Satisfaction Of Faculty Dharma Duta Students In Entrepreneurship Courses

Learning satisfaction is a factor that cannot be ignored in the learning process. From the mass Covid-19 pandemic to the present, students learn with two systems, namely online learning and offline learning. Of course, these two things produce different learning satisfaction. This study aims to: 1) describe student learning satisfaction in the Entrepreneurship course in online learning; 2) describe student learning satisfaction in the Entrepreneurship course in offline learning and 3) analyze factors that affect student learning satisfaction in the entrepreneurship course. This research is classified as qualitative descriptive research. The population of this study is students of the Faculty of Dharma Duta class of 2021 and 2022. Samples were taken as many as 130 respondents using purposive sampling techniques. The research instrument is a learning satisfaction questionnaire consisting of 26 statements. The data is analyzed descriptively. The results of the study are as follows: 1) student learning satisfaction in online learning is classified as satisfied; 2) Student learning satisfaction in offline learning is classified as very satisfied and 3) Factors that affect student learning satisfaction are learning facilities, the quality of lecturers in teaching, learning interaction and assessment in learning.

Entrepreneurship Education in University: The Saudi Context

Nurturing and training successful entrepreneurs constitutes a significant part of a country’s strategies for economic growth due to the role of entrepreneurship in economic development and job creation. This research examines entrepreneurship education at a Saudi university in the Eastern Province and proposes enhancements. Researchers applied the descriptive survey method, and the questionnaire was administered to 382 female university students. They highly agreed with the reality of education in the field of entrepreneurship. The entrepreneurship course covers entrepreneurial characteristics, marketing, operations, financial planning, and work values. Female students also highly agreed on ways of enhancement, such as aligning entrepreneurship models with Saudi aspirations, involving specialized faculty, and encouraging the post-graduation implementation of entrepreneurial ideas within course requirements. Finally, statistically significant differences based on college type were observed, while no significant differences were attributed to cumulative GPA. KEYWORDS higher education, Saudi universities, entrepreneurial university, skill building, unemployment, educational studies

Assessing engineering students’ attitudes towards corporate social responsibility principles

ABSTRACT Ethical and sustainable thinking is an important competence in the engineering education to support students’ abilities to act and perform in a responsible manner in corporate contexts, and consequently contribute to a sustainable future. This paper investigates engineering students’ attitudes towards ethical and sustainable thinking focusing on the corporate social responsibility (CSR) principles in the context of entrepreneurship courses as a part of larger research project. Engineering students from a Finnish and an Estonian university (N = 342) responded to a self-assessment survey. The students’ attitudes towards CSR principles were assessed both on the enterprise level and the individual level as expectations of potential future employees. The findings indicate that engineering students acknowledge the need to take into account responsible thinking and that it is important for enterprises to be both socially and environmentally responsible in their activities. The self-assessment tool of ethical and sustainable thinking associated with the entrepreneurship competence model and CSR principles can be helpful in practice when university teachers wish to support and assess their students’ attitudes towards CSR principles among other entrepreneurship competencies when creating new course content.

Factors Influencing Interest In Entrepreneurship Among Bengkulu University Students Using The Theory Of Planned Behavior

This study involved seventh-semester students of Bengkulu University who are interested in entrepreneurship or already have a business and have taken entrepreneurship courses. The purpose of this study was to identify all the factors that influence students' entrepreneurial interests. Using Google Forms, an online questionnaire of fifty participants was used to collect data. The results of the research conducted using the theory of planned behavior show that the variables of self-efficacy, subjective norms, and need for achievement have a positive and significant influence on the entrepreneurial interest of Bengkulu University students. In other words, the stronger a person's self-efficacy, subjective norms, and need for achievement, the more interested in entrepreneurship they are.

Asistensi: raising capital for innovation in health insurance, migrants and remittances

Learning outcomes After completion of this case study, students will be able to describe the funding path for start-ups, including the amounts and profiles of the usual investors or sources of funds, according to the moment in their life cycle and the characteristics of the initiative; highlight the challenges faced by start-up founders in weak entrepreneurial ecosystems and risky institutional environments; and argue in favor of or against different modes and typical instruments of venture capital (VC) investments in the early stages of new businesses, each of them different regarding dilutions, valuation potential, depth of negotiations and term sheets. Case overview/synopsis Asistensi, a technology and telemedicine start-up founded in 2020 in Venezuela by three entrepreneurs (Andrés Simón González-Silén, Luis Enrique Velásquez and Armando Baquero), raised US$3m in less than a year in a seed round in which it attracted the attention of professional VC funds such as Mountain Nazca, Alma Mundi Ventures and 468 Capital. Everything was set for launching operations in Mexico and the Dominican Republic in April 2021. However, a series of difficulties led to higher expenditure than planned, prompting the entrepreneurs to seek additional capital. The decision on the financial instrument to be associated with the potential valuation and shareholder dilution figures has been posed as a dilemma. Complexity academic level The case study focuses on understanding the start-up financing process. It can be used effectively in management- and finance-related subjects for graduate students taking introductory topics in entrepreneurship and entrepreneurial finance, as well as introductory executive education courses in entrepreneurship, entrepreneurial finance and VC. Supplementary materials Teaching notes are available for educators only. Subject code CSS3: Entrepreneurship

Relating entrepreneurial self-efficacy with entrepreneurial success: perception-based analysis of students of higher educational institutions

This present research examines the effect of Entrepreneurial self-efficacy (ESE) and its sub-constructs on Entrepreneurial success (ES). The study uses primary data gathered from students, enrolled in entrepreneurial courses offered by topmost 100 ranked higher educational institutions (HEI). The questionnaire was sent to 500 students and 323 valid responses were considered (response rate: 64.6%). Among these, 195 were males, and 128 females. The study was carried out in Punjab, Haryana, and National Capital Region, regions of Northern India. The present study used SPSS software to investigate the relationship between “regressed on” and “regress on” variables. McGee’s scale was used to measure ESE. For measuring the dependent variable, i.e., “ES,” items were taken from scale of Linan, Battistelli, & Moriano. The results exhibited that three out of five sub-constructs of ESE, i.e., planning, implementing people, and implementing Finance, were positively significant to ES. The study suggests focusing on these three sub-scales for achieving success. Due policies are needed to emphasize ESE-Searching and ESE-Marshalling. In future, studies could be undertaken by taking gender and education as control variables.

Research on the Teacher Team Construction of Innovation and Entrepreneurship Education in Higher Vocational Colleges and Universities under the Background of “Double Creation” Upgrading

Abstract With the promotion of “dual-creation” education, higher vocational colleges and universities face the challenge of building faculty. This study explores the strategies for making the faculty of innovation and entrepreneurship education in the context of “dual-creation”. The study adopts the evaluation model based on Backpropagation neural network. It proposes targeted construction strategies by analyzing the teaching process, teacher conditions and teaching effect of innovation and entrepreneurship courses. The results show that by optimizing the construction path of the faculty team, the teaching effect of innovation and entrepreneurship courses is significantly improved, the proportion of students participating in entrepreneurial practice has increased by 40%, and the number of declared innovation patents has increased by 47.6%. In addition, the percentage of rejuvenation of the teacher team grew by 10%, and the professional ability of teachers was significantly improved. Artificial intelligence technology such as neural network optimizes the path of teacher team construction for innovation and entrepreneurship education in higher vocational colleges and universities, which can effectively improve the quality of teaching and the professional ability of the teacher team.

Exploring Entrepreneurship in Pharmacy: Attitudes and Perceptions Among Saudi Pharmacists and Students.

Entrepreneurship has recently become a focus in community development, innovation, and economic growth, including within pharmaceutical organizations. However, it remains a relatively new aspect of pharmacy education. For the effective incorporation of entrepreneurship in this field, a robust educational foundation is critical, one that emphasizes risk-taking, strategic planning, competitive spirit, and a sense of social responsibility. This study aims to evaluate Saudi pharmacists' attitudes towards entrepreneurship in their practice. A cross-sectional survey design to assess the attitudes of pharmacists and pharmacy students in Saudi Arabia towards entrepreneurship. The study sample consisted of 302 individuals, selected through convenience sampling, all of whom were either licensed pharmacists or pharmacy students in Saudi Arabia. The survey was conducted electronically and disseminated online throughout the duration of January 2023, spanning a one-month period. The research sought to provide a deeper understanding of how entrepreneurship is perceived within the pharmacy field. The study involved 302 pharmacists in Saudi Arabia, with the majority being pharmacy students and Doctor of Pharmacy holders. Over 60% of the participants worked for the government sector. Results showed a strong interest in entrepreneurship, with nearly 80% expressing interest and believing in the entrepreneurial potential of pharmacists. However, there was a knowledge gap, as only 52% were familiar with entrepreneurship concepts, and most had not taken entrepreneurship courses. More than half of the participants reported insufficient institutional support for entrepreneurship. Remarkably, only 1% had started a pharmaceutical business. In conclusion, this study emphasizes the interest in entrepreneurship among pharmacists, highlighting the need for raising familiarity and formal education in the field. Factors such as working in the government sector were associated with higher willingness to become entrepreneurs, while the lack of awareness and institutional support hindered the entrepreneurial mindset.

Reform of Innovation and Entrepreneurship Ability Cultivation System for Undergraduates in the Context of Economic Transformation and New Engineering Disciplines

Abstract Science and technology and new industries are constantly changing, providing a more precise direction for innovation and entrepreneurship education in colleges and universities. To reform the cultivation system of college students’ innovation and entrepreneurship ability, this paper proposes the cluster core academic competence model (KAI) to analyze the learning process and the degree of knowledge absorption of college students engaged in bi-innovation education. The Group Learning Generation Network (GLGN) is constructed, and the GCN is used to update the GLGN, which can clearly show the practice and degree of difficulty of knowledge implementation, and focus on cultivating college students’ innovation and entrepreneurship ability. After the experimental research in this paper, the national innovation and entrepreneurship policy and innovation and entrepreneurship courses significantly correlate with the cultivation of innovation and entrepreneurship ability of college students. The Pearson correlation coefficient is 0.233 and 0.183 respectively, and the significance P-value is less than 0.01. From the aspect of the results of the innovation and entrepreneurship ability cultivation, the score of the college students’ participation in innovation and entrepreneurship competitions has risen to 0.098 after the reform, which shows that the reformed training system pays more attention to the education of innovation and entrepreneurship practice of college students.

Rethinking Entrepreneurial Education: The Role of Digital Technologies to Assess Entrepreneurial Self-Efficacy and Intention of STEM Students

The COVID-19 pandemic imposed restrictions and social distancing requirements that limited face-to-face education. However, the challenge of continuing studies, albeit in an online environment, promoted the redesign of teaching models, thanks to the availability of digital technologies such as MOOCs, gamification, and digital platforms. The aim of this study is to analyze if students' entrepreneurial self-efficacy and intention can be achieved through an online designed and delivered entrepreneurial course, as in face-to-face entrepreneurial education, and whether digital technologies are helpful in pursuing this goal. Data from a sample of 210 engineering students enrolled in an online entrepreneurship course having a duration of 16 weeks revealed a positive impact of digital technologies adoption on students' self-efficacy and intention in launching a novel entrepreneurial venture. Practical implications concern insights about entrepreneurship education programs’ learning strategies that need to be redesigned, with the adoption of ad hoc digital tools to support projects and business plan development. Finally, the study proposes managerial and policy implications for improving the inclusion of digital tools for enhancing University students' entrepreneurship education in the digital era.