Entrepreneurship Education Research Articles

The role of economic sciences in developing entrepreneurial culture among students

Entrepreneurial culture is a cornerstone of innovation and economic growth in the modern era, requiring an interdisciplinary approach to its development. Economic sciences, with their focus on market dynamics, resource allocation, and value creation, play a crucial role in fostering entrepreneurial skills and attitudes among students. This article examines the theoretical foundations, practical applications, and educational strategies that connect economic sciences with the cultivation of an entrepreneurial mindset. Emphasis is placed on how economic education develops critical thinking, risk assessment, and innovative problem-solving capabilities. The paper also explores policy implications and institutional support necessary to strengthen the integration of entrepreneurship into economic curricula. Challenges and opportunities are identified, offering insights into creating a comprehensive framework for entrepreneurial education. The findings highlight the transformative potential of economic sciences in shaping future entrepreneurs capable o

Investigation of Oman’s Entrepreneurial Culture and its Potential Impact

According to the economic downturn that Oman is experiencing due to falling oil prices, an entrepreneurial culture needs to be developed at the national level. In this paper, entrepreneurial culture and its dimensions are defined. After determining the significant role an entrepreneurial culture can have in developing the economy, its measurability is discussed. By applying these measures to Oman, and using some indicators it is found that the entrepreneurial culture in the country is low, and that growth of the SME sector is not only being obstructed, –Consequently, this discourages entrepreneurship from contributing to the nation’s economic growth, despite this paper demonstrating the advantages entrepreneurial innovation can have to a diverse economy. Considering these results, this paper discusses how Oman, and nations practicing similar policies, can encourage the adoption and growth of entrepreneurial culture by providing entrepreneurial education, facilitating the entrance of new businesses by relaxing or updating regulations, and exerting more efforts on research and development in the field of economics and the technological field. The paper here made an overview of entrepreneurial culture national, regional and local. Whereas many aspects taken in consideration for developing the cultures by the Oman government and other countries entrepreneurship culture. Many studies collected here and analysed by their recommendations, findings and conclusions.

Effectiveness of Entrepreneurship Teaching Methods and Curricula in Developing the Innovation Culture -A Case Study of the Faculty of Economics, Commercial Sciences and Management at Laghouat University in Algeria-

Effectiveness of Entrepreneurship Teaching Methods and Curricula in Developing the Innovation Culture -A Case Study of the Faculty of Economics, Commercial Sciences and Management at Laghouat University in Algeria-

The Effect of Entrepreneurship Education Instructor’s Competence on Entrepreneurship Education Satisfaction and Entrepreneurship Intention: Focusing on the Technology Entrepreneurship Education in Universities

The Effect of Entrepreneurship Education Instructor’s Competence on Entrepreneurship Education Satisfaction and Entrepreneurship Intention: Focusing on the Technology Entrepreneurship Education in Universities

Multi-factor Synergy and Optimization Strategies for the Business Model of Private Higher Education Institutions’ Innovation and Entrepreneurship Incubators

Globalization and advancements in science and technology foster innovation and entrepreneurship. Although national strategies provide substantial support, innovation, and entrepreneurship incubators in private colleges and universities face challenges such as insufficient funding and a lack of talent. This study enhances the theoretical framework of innovation and entrepreneurship education and broadens the application of business model theory. It examines the current state of innovation and entrepreneurship incubators in private universities, using the Maker Dream Workshop at Guangzhou University of Science and Technology as a case study. Key aspects such as value proposition, resource allocation, and profit models are analyzed. Additionally, challenges in multi-factor collaboration, including internal synergy barriers and external coordination difficulties, are identified. Optimization strategies are proposed, such as establishing an information-sharing platform, optimizing resource allocation mechanisms, improving benefit distribution systems, developing a long-term mechanism for industry-university-research cooperation, strengthening communication with the government, and encouraging participation from investment institutions. Furthermore, the study outlines the strategic measures required to ensure the sustainable development of innovation and entrepreneurship incubators in private colleges and universities.

Correlation between Enthusiasm Level and Entrepreneurial Personality

Background: Entrepreneurship education plays a crucial role in developing students' entrepreneurial potential. Two significant aspects of this education are Enthusiasm Level and Entrepreneurial Personality. This study aims to examine the correlation between students' Enthusiasm Level and Entrepreneurial Personality in the implementation of the entrepreneurial-based Project for Strengthening Pancasila Student Profile (P5) at a high school in Sukabumi Regency. Method: Using a descriptive qualitative approach, data were collected through a questionnaire consisting of 44 statements and in-depth interviews with teachers. Results: The results showed that the implementation of the P5 Project had a positive impact on students' enthusiasm and Entrepreneurial Personality. Pearson correlation test indicated a very weak positive relationship between Enthusiasm Level and Entrepreneurial Personality with a correlation coefficient of 0.117 and significance of 0.041. Although this relationship is significant, its strength is very low, suggesting that other factors may have a greater influence on the development of Entrepreneurial Personality. Conclusion: This research provides insights into the importance of creating a supportive learning environment to enhance students' enthusiasm and Entrepreneurial Personality. Keywords : Project to Strengthen Pancasila Student Profiles (P5), Enthusiasm Level, Entrepreneurial Personality, independent curriculum, entrepreneurship education

The Relationship Between Narcissism and Entrepreneurship in Generation Z

Individuals in Generation Z are known as future leaders who play an important role in the world society. The relationship between the entrepreneurial tendencies and narcissistic traits of this generation can provide important clues about the future role of young people and the development of entrepreneurial culture in society. Entrepreneurship is critical for innovation and economic growth. The impact of narcissistic traits in Generation Z on entrepreneurial tendency and success is important for economic growth and the future of business. A good and accurate understanding of this relationship allows for the development of more effective entrepreneurship support and education programs for young people. Customized training and mentoring programs for Generation Z individuals with narcissistic traits can better unlock their potential entrepreneurial talents. More efficiency can be achieved by using this potential in the right field. The impact of narcissistic traits on the risks and opportunities encountered in entrepreneurship may affect the success momentum of entrepreneurs and contribute to a faster and more efficient path. Individuals with normal narcissistic personality traits are not considered to be more successful in entrepreneurial activities.

SHAPING THE ENTREPRENEURIAL SKILLS THROUGH UNIVERSITY COURSES

In European society, fostering entrepreneurship skills is more critical than ever, as the region faces challenges such as economic competitiveness, technological change, and the need for sustainable development. Equipping individuals, especially university students, with entrepreneurial skills offers a strategic path to ensuring long-term prosperity, resilience, and innovation across Europe. This paper presents our approach to building and developing our students' entrepreneurial skills. Within the framework of several subjects in our curricula, the individual skill set needed by a current entrepreneur is gradually built. The focus is not only on fostering hard skills but also on developing soft skills, which are equally important for success in the market. The aim is to investigate and describe possibilities of how to incorporate entrepreneurial education into higher education courses and enhance students’ interest in the topic via workshops provided by entrepreneurs.

<b>Transformation of Islamic Higher Education: Policy Strategy, Challenges, and Opportunities</b>

This study aims to identify policy strategies, research trends, challenges, and opportunities to transform Islamic Religious Higher Education (PTAI) to increase global competitiveness and relevance. This study uses a qualitative paradigm with a literature study approach to analyse the institutional transformation of Islamic higher education. Data were collected by searching for scientific articles in leading databases, such as Scopus and Garuda Kemendikbud. The analysis used content analysis techniques to identify central themes and synthesise data descriptively. The study's results identified several important aspects related to policy strategies, research trends, and challenges and opportunities, including (1) Digital Transformation of Islamic Education, where PTAI needs to develop a curriculum that is in line with technology and ensure that the quality of teaching is maintained. The Diffusion of Innovation Theory explains that factors such as relative advantage, observability, complexity, trialability, and technology compatibility influence the adoption of technology in PTAI; (2) A sustainable Adaptive Education Model based on transformational learning theory, which emphasises the importance of critical reflection on social and environmental changes in order to prepare students to face global challenges; (3) Development of Digital Skills to support the transformation of higher education, by the Theory of Educational Technology; (4) Innovation and Entrepreneurship that focuses on increasing the competitiveness of PTAI, based on the theory of educational entrepreneurship. The implications of this study indicate that PTAI needs to adopt technology and adaptive education models to increase global competitiveness. The study's limitations lie in the limited library sources of international scientific articles. The suggestion for further research is to explore the practical implementation of PTAI transformation in various countries, focusing on field studies.

Comparatives of Entrepreneurial Intentions Between Mandatory and Voluntary in Entrepreneurship Education

Entrepreneurship plays a vital role in fostering employment and economic growth, with entrepreneurship education (EE) witnessing global expansion. This research investigates the impact of EE on CrowdWorks freelancers in Japan using the Theory of Planned Behaviour (TPB), a socio-psychological model. While EE is growing worldwide, there is limited evidence of its effectiveness in Japan. This study employed a survey using a 7-point Likert scale to gather responses from 522 participants. Statistical reliability was confirmed by Cronbach’s alpha test and confirmatory factor analysis. Quantitative methods were then used to analyse the data, including descriptive statistics for TPB factors and ANOVA for inter-group comparisons. The results demonstrated that the entrepreneurial intention (EI) of respondents who had taken an EE course (Group Y) was significantly higher than that of those who had not (Group N). Specifically, Group Y had an EI value of 4.569, compared to Group N’s 2.766. The effect size was [eta]² = .08, indicating a moderate effect. Furthermore, respondents who took the voluntary course (Group V) exhibited significantly higher EI than those who took the mandatory course (Group M), with an effect size of [eta]² = .39, confirming a fairly large effect. Within Group Y, Group V had a significantly higher EI value of 5.326, while Group M’s EI was 3.181. These results offer insights for enhancing EE in Japan. Future research should focus on the target group and investigate the specifics of the EE courses taken by participants in more detail.

An innovative multistakeholder approach to rural entrepreneurship education

Rural areas across the European Union face common structural challenges, exacerbated by recent global events. The OREN (Opportunities for Rural Entrepreneurship Networks) Erasmus+ project addresses these challenges by focusing on four key areas: forestry, agrifood, tourism, and renewable energy. The primary objective is to equip rural entrepreneurs with advanced managerial and business skills through an innovative educational platform. The project methodology combines multi-stakeholder interaction, development of impact evaluation capabilities, and promotion of continuing education in strategic business management. A multi-level approach was utilized, including literature review, collection of case studies, development of simulation models, and creation of educational modules. The project resulted in a comprehensive training course and a multistakeholder platform featuring a Process Models Repository, Model Authoring Environment, Simulation Interactive Learning Environment, and Data Acquisition Component. This holistic approach, grounded into the Systems Thinking approach and System Dynamics methodology, aims to catalyze a new paradigm of sustainable rural entrepreneurship. Hence, building on this, the OREN platform addresses critical challenges in Bulgaria's agricultural sector and offers a promising mechanism to enhance the competitiveness and sustainability of rural economies across Europe, by bridging the innovation gap and supporting emerging sectors. Keywords: rural economy, entrepreneurship education, interactive learning environments, business models, impact evaluation, systems thinking, system dynamics

Empowering Middle School Students for a Sustainable Future: Integrating Circular Economy Principles with Youth Entrepreneurship Education

Empowering Middle School Students for a Sustainable Future: Integrating Circular Economy Principles with Youth Entrepreneurship Education

Influence of Entrepreneur Education on Business Performance in Selangor

Influence of Entrepreneur Education on Business Performance in Selangor

INNOVATIVE TEACHING STRATEGIES IN BUSINESS AND ENTREPRENEURSHIP EDUCATION: A BIBLIOMETRIC ANALYSIS

Innovative teaching strategies are vital in business and entrepreneurship education, equipping learners with the skills and mindset needed to excel in today’s dynamic environment. Despite growing demand, there is limited systematic analysis of existing literature to identify effective teaching innovations. This study addresses this gap by analyzing 726 scholarly works indexed in Scopus between 2014 and 2024. Using Scopus Analyzer and VOSviewer, the study examines co-authorship networks, keyword patterns, and citation trends to uncover key themes and collaboration networks. The analysis, visualized through network and density maps, highlights an increasing emphasis on experiential learning, developing entrepreneurial mindsets, and integrating digital tools into teaching practices. The keywords such as innovation, active learning, and entrepreneurship education frameworks dominate the discourse, reflecting their significance in the field. Citation trends also reveal influential works and prominent authors shaping the landscape of entrepreneurship education. The findings underscore the importance of interdisciplinary approaches and collaboration between academia and industry in fostering innovative teaching practices. Inconclusion, this study highlights pathways for future research and demonstrates the potential of bibliometric tools in identifying trends, fostering collaboration, and improving pedagogical strategies. By bridging research and practice, the insights contribute to building more impactful and future oriented educational frameworks in business and entrepreneurship education.

AI-Powered elearning for front-end development: Tailored entrepreneurship courses

This review paper explores the transformative potential of AI-powered eLearning platforms specifically tailored for front-end development and aspiring entrepreneurs. It begins by highlighting the significant advancements in AI technologies that facilitate personalized learning experiences and enhance educational outcomes. The importance of front-end development skills in today's digital landscape, particularly for entrepreneurial success, is underscored. The paper examines the design features of AI-powered eLearning platforms, emphasizing the need for adaptive learning paths, real-time feedback, and interactive content delivery. Furthermore, it discusses the customization of courses to meet the unique needs of aspiring entrepreneurs, integrating technical and business skills, and leveraging AI for mentorship and networking opportunities. The paper also addresses the technical and ethical challenges associated with AI in education, including data integration, scalability, bias, and privacy concerns. Future trends such as VR/AR, advanced analytics, and blockchain integration are explored, providing a glimpse into the evolving landscape of AI in eLearning. The review concludes with implications for educators and developers, highlighting the need for continuous innovation and the balance between AI-driven automation and human interaction. This comprehensive analysis underscores the immense potential of AI-powered eLearning in revolutionizing education for front-end development and entrepreneurship.. Keywords: AI-powered Elearning, Front-End Development, Personalized Learning, Entrepreneurship Education, Adaptive Learning Paths

Unveiling the nexus: Financial inclusion, financial literacy, and financial performance as catalyst for women-owned enterprises in India

ABSTRACT The imperative role of financial inclusion (FI) indispensably ensures the sustainability of women’s entrepreneurial endeavors in the evolving financial landscape. Scholarly narration provides evidence that women entrepreneurs fail to access financing due to their lower demand for funds, supply-side discrimination, and perceived structural barriers. Financial literacy (FL) is vital for FI. The study gauges the level of FI among Indian women entrepreneurs and its effect on firm performance (FP) with the moderating effect of FL. Data were collected from 216 women entrepreneurs through a structured questionnaire on the LinkedIn platform to assess the level of FL in the financial technologies era. The study revealed that traditional financial inclusion and digital financial inclusion significantly impact the FP of women’s enterprises. Further, there is evidence that a relatively lower mean score, FL, does not moderate the relationship between FI and FP. It urges policy reformers, financial institutions, entrepreneurial educators, and government bodies to promulgate policies and training programs on antecedents that enable long-term women’s entrepreneurial financial inclusiveness.

Implementing OBE to Innovate Entrepreneurship Education in Higher Education

This project focuses on translating Outcome-Based Education (OBE) policy into learning design, execution, and assessment of learning outcomes in higher education entrepreneurial courses. Case study-based qualitative research is used in this study. Data were collected via extensive interviews with lecturers, students, and institutional policymakers, observation of entrepreneurship course learning, and assessment of Semester Learning Plan (SSP) and learning outcomes evaluation materials. Data was analyzed using thematic analysis to find patterns and correlations. The research shows that lecturers understand OBE principles and practises well enough to create learning outcomes, use experiential learning methods like business simulations and collaborative projects, and create relevant evaluation tools. This understanding helps lecturers integrate the OBE policy into the curriculum, improving student creativity, inventiveness, and problem-solving. This technique was successful, but institutional backing remains an issue. Limitations include limited resources, a need for creative evaluation tools, and poor instructor-student communication about OBE-based learning objectives. Students believe OBE-based learning is relevant to professional life, although the intensive exercises require better time management. This study improves theoretical comprehension of OBE policies in practice-oriented courses like entrepreneurship. This research emphasizes the need for continued lecturer training, a more detailed policy implementation guide, and additional resources to improve learning. The paper recommends more research on OBE policy's long-term effects on graduate quality and labor market alignment.

Methods and Ingredients of Successful Entrepreneurial Education at Annaba University: Creating a Challenge-Based Model for Future Entrepreneurs

Entrepreneurship education is a modern method and approach to education concerned with developing students’ entrepreneurial skills and increasing their entrepreneurial spirit to become entrepreneurs in the future. The study aimed to clarify the most important methods of success: to provide them with the knowledge necessary to build their personalities, encourage them, and consider entrepreneurial challenge-based education an effective model for this. The study concluded the necessity of adopting modern methods in entrepreneurial education.

Self-Leadership and Innovative Behavior Among Entrepreneurship Educators: The Mediating Role of Mindfulness

Entrepreneurship educators play a critical role in fostering innovation and creativity within higher education institutions. This study explores the relationship between self-leadership and innovative behavior among entrepreneurship educators, with mindfulness serving as a mediating factor. Self-leadership, characterized by self-regulation, intrinsic motivation, and goal-setting, is essential for entrepreneurship educators to effectively guide students and promote an innovative learning environment. Simultaneously, innovative behavior involves generating, promoting, and realizing new ideas that can enhance educational practices. Recent studies suggest that mindfulness, defined as a heightened awareness and attention to the present moment, can enhance individuals' self-leadership capabilities and foster a conducive environment for innovation. This research adopts a quantitative approach, surveying entrepreneurship educators from various higher learning institutions in Malaysia. A structural equation modeling (SEM) method is employed to examine the direct relationship between self-leadership and innovative behavior and the mediating role of mindfulness. Preliminary findings suggest that self-leadership positively influences innovative behavior, with mindfulness significantly mediating this relationship. The implications of this research are critical for higher education policymakers and educators seeking to enhance innovative pedagogical practices in entrepreneurship education. By integrating self-leadership development and mindfulness practices, institutions can better equip educators with the skills and mindset necessary to drive innovation in their teaching methods. This study contributes to the growing body of knowledge on self-leadership and mindfulness, offering new insights into how these constructs can jointly enhance innovative behavior among entrepreneurship educators.

Innovation and Entrepreneurship Education Reform in Finance and Economics Universities: A Study Based on Internet+ Era

This study investigates the determinants of innovation and entrepreneurship education and the challenges of its reform in finance and economics universities in Guangdong Province, China, within the context of the "Internet+" era. Surveys, interviews, and case analyses were employed to pinpoint barriers to enhancing innovation and entrepreneurship education. The findings indicate challenges including outdated educational paradigms, inadequate faculty resources, fragmented curricula, underdeveloped practical platforms, and flawed evaluation and incentive mechanisms. This paper outlines reform strategies, such as optimizing the educational framework, establishing a "dual-qualification" mentor team, transforming practical teaching models, fostering an innovation and entrepreneurship culture, and strengthening practical training management. These strategies provide theoretical and practical guidance for advancing reform in innovation and entrepreneurship education within finance and economics universities.