Entrepreneurship Education Research Articles

Resilience rewritten: Ann’s journey from adversity to entrepreneurship

Research methodology None. Case overview/synopsis The case study follows Ann’s journey towards entrepreneurship, focusing on the challenges she faced and how early educational interventions influenced her life decisions. Despite numerous obstacles, Ann’s perseverance, bolstered by her family’s support and her passion, led to her successful reintegration into academia and the launch of an entrepreneurial venture in the UK. Her story highlights the dilemma of balancing educational attainment with entrepreneurial aspirations, especially for at-risk students. Ann’s experience prompts critical discussions about the intersection of education and entrepreneurship, the importance of experiential learning and the role of mentorship in realizing business ideas. The nurturing environment of her business school, through guest lectures and real-world success stories, played a significant role in shaping her academic and professional outlook. This case raises essential questions about the role of higher education in fostering entrepreneurial skills and integrating experiential learning within academic curricula. Ann’s journey exemplifies the power of resilience and determination in overcoming systemic and entrepreneurial challenges, particularly for women facing similar struggles. Her story illuminates the multifaceted process of turning a personal experience into an entrepreneurial opportunity, emphasizing the critical role of mentorship and support networks in developing a viable business idea. Complexity academic level This case study is best suited to undergraduate and graduate students enrolled in management and business-related courses that focus on entrepreneurship and entrepreneurial education. The case study is relevant in various business disciplines as it informs students of the process and challenges related to business start-ups and acquiring related capabilities. Instructors are encouraged to have students read the extensive reference list provided at the end to broaden their understanding and knowledge of entrepreneurship, including its processes, context and practices.

Impact of Entrepreneurial Mindset and Alertness on Converting Education into Entrepreneurial Intentions: A Study of Pakistani University Students

Entrepreneurial education is an established phenomenon that enhances entrepreneurship, which is critical for economic sustainability. The study investigated converting entrepreneurial education into entrepreneurial intentions in graduating university students. It was expected that entrepreneurial mindset and entrepreneurial alertness play a significant role in this process. A questionnaire was developed, and data was collected from students either graduating or in their last year of undergraduate studies. Regression analysis using AMOS was conducted to test the relationships among study variables. Results indicate that entrepreneurial mindset and entrepreneurial alertness have mediating roles in the process separately. Entrepreneurial alertness is the most significant mediator in converting the effect of entrepreneurship education into entrepreneurial intentions. Entrepreneurial mindset also partially mediates the effect of entrepreneurship education on entrepreneurial intentions. The findings of this study are essential for educational planners and organizations in the entrepreneurial ecosystem to evaluate the effectiveness of entrepreneurial education in training programs. Future studies may consider replicating this study in different physical and cultural settings.

Assessment of Entrepreneurial Education Service Quality Among Management Students in Salem District, Tamil Nadu

The quality of higher education is increasingly becoming an important issue as the socio-economic development of a country owes much to it. All over the country, the main aim is to increase the standard of education. Parents and government utilize a huge amount of money on educational system. India has the largest numbers of colleges as well as the largest number of management education institutes and infrastructure in the world. The objective of the study is to study the socio-economic profile of the management students and to measure the level of the entrepreneurial skills, level of satisfaction among the management students in Salem district. A survey was conducted from the target audience, students from the Management studies. 350 sample sizes were collected from 20 selected institutions both Government and Private colleges in Salem district Tamil Nadu, using stratified proportionate random sampling method. Microsoft excel 2019 and JASP (Jeffrey’s Amazing Statistics Program) software was used for data Analysis. The questionnaire instrument scale is based on Likert’s five-point scale. The study adopted descriptive research design. The results reveal a strong correlation between service quality dimensions (infrastructure, faculty support) and student satisfaction. Recommendations are made to enhance entrepreneurial education, focusing on improving physical infrastructure, curriculum relevance, and practical learning opportunities.

Flatline: Evaluating the Effectiveness of Entrepreneurship Education to Increase Students’ Entrepreneurial Intention

Entrepreneurship is a fundamental driver of economic development, critical for poverty reduction and for sustainable development. However, entrepreneurship education (EE) growth has occurred without a corresponding increase in students engaging in entrepreneurship. This research contributes to the gap in the literature on understanding how to develop entrepreneurs by examining the impact of EE on students’ entrepreneurial intention. Using the Theory of Planned Behavior, we evaluated changes in students’ intentions to become entrepreneurs after taking a hypothetical-based course in five universities in five countries. We found a flatline of entrepreneurial intention across all schools. EE had no positive impact on student intention to become an entrepreneur after taking an entrepreneurship course. This research provides more effective options for EE. Problem-based approaches, relying on concrete experiences, better align how entrepreneurs learn to be entrepreneurs. This is the first study that analyzes the impact of EE on entrepreneurial intention comparing different countries using similar hypothetical-based assignments, identifying the misalignment of how entrepreneurs learn and how EE is commonly taught.

The impact of sustainable entrepreneurship education and self-efficacy on students' entrepreneurial mindset and attitude

This study aims to foster a shift in students' entrepreneurial mindset through sustainable entrepreneurship education. This initiative is expected to contribute to the recovery of the MSME (Micro, Small, and Medium Enterprises) sector while enhancing the quality of education by expanding the content of entrepreneurship courses, inviting experts to share their experiences, organizing events to promote student products, and facilitating internships in the entrepreneurial industry. Data were collected through questionnaires, with responses measured using a Likert scale. A literature review was also conducted to support the research. The population of this study consists of students from universities in West Jakarta, with a sample of 153 respondents. The data were analyzed using a structural equation modeling approach based on components or variances. The results of hypothesis testing reveal that: (1) Entrepreneurship education has a positive and significant effect on the entrepreneurial mindset; (2) Self-efficacy has a positive and significant effect on the entrepreneurial mindset; (3) Entrepreneurship education has a positive and significant effect on entrepreneurial attitude; (4) Self-efficacy has a positive and significant effect on entrepreneurial attitude; (5) Entrepreneurial attitude has a positive and significant effect on the entrepreneurial mindset; (6) Entrepreneurial attitude does not mediate the relationship between entrepreneurship education and entrepreneurial mindset; and (7) Entrepreneurial attitude does not mediate the relationship between self-efficacy and entrepreneurial mindset.

Exploration of Entrepreneurship Education Model and Practice in Five-Year Integrated Vocational Education Stage

Against the backdrop of the “20 Articles of Vocational Education,” how to promote high-quality vocational development, build a comprehensive, adaptive, and targeted entrepreneurship education model, promote student employment and entrepreneurship, and improve the quality of talent cultivation has become an important issue in the talent cultivation of five-year vocational colleges. This article takes students in the five-year integrated vocational education stage as the research object, starting from the development of the industrial economy, talent employment competitiveness, and students’ innovation ability, to expound on the practical significance of entrepreneurship education. Combining top-level design, curriculum setting, faculty strength, and practical bases, it analyzes the problems existing in and explores the entrepreneurship education model and practical strategies in the five-year integrated vocational education stage from four aspects: transforming vocational education concepts, classifying and constructing curriculum systems, attaching importance to the construction of entrepreneurial and entrepreneurial faculty, and relying on multi-party collaborative platforms.

Which Individual Characteristics Mediate the Relationship Between Social Entrepreneurial Passion and Social Entrepreneurial Intention?

Social entrepreneurship, operationalized through social entrepreneurial behavior, focuses on social missions, primarily looking for new solutions to social problems. Social entrepreneurial intention, however, is the main foundation before the emergence of social entrepreneurial behavior. This research examines a model of social entrepreneurial intention empirically tested on undergraduate students involved in innovative business projects. Specifically, this study aims to test the positive relationship between social entrepreneurial passion and social entrepreneurial intention and verify which individual characteristics (i.e., social entrepreneurial self-efficacy, pro-social behavior, and social support) mediate the positive relationship between social entrepreneurial passion and social entrepreneurial intention. The data was collected from 416 undergraduate students and analyzed using the confirmatory factor analysis and Hayes’s PROCESS macro approach. The results showed that social entrepreneurial self-efficacy, pro-social behavior, and social support completely mediated the positive relationship between social entrepreneurial passion and social entrepreneurial intention. This study provides theoretical implications for extending the literature regarding the theory of planned behavior in the context of social entrepreneurship. This study also has practical consequences for entrepreneurship educators and policymakers in educational management.

Exploring the Role of Business Incubators to Sustainable Startups: A Systematic Literature Review

Business incubators play a crucial role in fostering the sustainability and growth of early-stage startups. They provide access, financial support, training, infrastructure, connections with investors, and more. However, many business incubators do not effectively maximize startup potential. This study aims to systematically review and analyze the key characteristics contributing to the role of business incubators in promoting sustainable startups. The study will follow the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) and employ document analysis integrating multiple research designs, based on established standards. It will compile and analyze 68 articles from global sources, utilizing open-access articles and accessing primary databases such as Web of Science (WoS) and Scopus for article retrieval. Through content analysis, this study identified fifteen main categories that significantly impact startup businesses: (1) financial support, (2) business support and services, (3) networking support, (4) mentoring activities, (5) infrastructure, (6) human capital, (7) access to knowledge and information, (8) social values and environment, (9) marketing capabilities and support, (10) technology support, (11) entrepreneurship education (courses and curriculum), (12) programs, projects, and events, (13) research and development support, (14) government policy support, and (15) legitimacy involvement. The findings highlight five main aspects—financial, business, networking, mentoring, and infrastructure—as crucial for effective startup support and implementation. From an economic sociology perspective, these articles discuss the dynamic roles of business incubators, emphasizing urgent factors and essential designs for success in the face of future challenges.

The Effect of Green Entrepreneurship Education on Green Entrepreneurial Intentions: A Case Study of the Guangxi Zhuang Autonomous Region, China

This study integrates the concept of green entrepreneurship into the entrepreneurship education system, and grasps the correct way to promote the green entrepreneurship intention of college students. The model of promoting college students’ green entrepreneurship intention with policy support is constructed to answer the following research questions: what is the internal mechanism of green entrepreneurship education in promoting green entrepreneurship intention of college students in Guangxi, and how does green entrepreneurship policy affect its internal mechanism? Through a questionnaire survey of 304 college students from major cities in Guangxi, China, this paper investigates how college green entrepreneurship education affects college students’ green entrepreneurship intention through the desirability and feasibility of green entrepreneurship and actively explores the regulatory role of the institutional environment. The results show that the desirability and feasibility of green entrepreneurship play a mediating role between green entrepreneurship education and the promotion of college students’ green entrepreneurship intention, and the regulatory environment positively moderates the positive effect of desirability and feasibility of green entrepreneurship on green entrepreneurship intention. This study contributes to the literature on green entrepreneurship. On the one hand, by studying the mediating mechanism of green entrepreneurship desirability and feasibility, this study has added empirical evidence on the promotion effect of green entrepreneurship education on the green entrepreneurship intention of college students. On the other hand, this study emphasizes the impact of policy regulation on the strengthening process of college students’ green entrepreneurial intention. This study will help to build a characteristic and effective green entrepreneurship education system in colleges and universities, enhance college students’ green entrepreneurship intention and green core competitiveness, and drive them to enhance their sense of social responsibility and build “green development” values.

How the “West as method” fails: A study of entrepreneurship education from the perspective of China

China's entrepreneurship education has developed a unique model that positions entrepreneurship education as a critical means of talent cultivation, resulting in the “learning through competition” model. Entrepreneurship education in China, imported primarily from the United States, exhibits significant differences. Existing research has highlighted these disparities; however, there is a notable lack of in-depth, detailed descriptions and comprehensive analyses of their underlying causes. Employing qualitative research methods, this study examines how these differences are shaped from a Chinese perspective. It reveals how Chinese higher education perpetuates an Americentric canon within the social sciences, but fails to implement “the West as method” in entrepreneurship education. However, while China has adopted the external aspects of American entrepreneurship education—such as curricula, competitions, and mentorship—the internal logic of the Chinese system differs significantly, resulting in two distinct educational landscapes. Key factor contributing to the China-US differences include market maturity, deficiencies in Chinese comparative education, China's principles of equality rooted in its socialist ideology, the politicized nature of its education system, and a pervasive hustle culture. These elements have shaped China's entrepreneurship education goals, teacher cohorts, landscape and business plan competitions in ways that are distinct from those in the United States. By adopting an ‘Eastern as method’ perspective, this research enriches the discourse on entrepreneurship education and encourages deeper reflection on current practices.

Successful entrepreneurship, higher education and society: from business practice to academia

This research explores the coverage of success factors for entrepreneurship in higher education through the lens of the actual practice in prosperous company launchings. Accordingly, the paper analyzes how universities prioritize the importance of the success factors in entrepreneurship identified by business practitioners. Through the text analysis of a set of syllabi of courses on entrepreneurship we find that the success factors underlined in the teaching-learning process are the idea, business model, CEO, finance, and marketing. The exploration of a collection of recent papers on entrepreneurship education suggests that the factors emphasized by researchers are CEO, social impact, team, and formation. We find differences in the teaching-learning and research spheres regarding the ranking of success factors. Teaching-learning focuses on more traditional aspects of entrepreneurship and firm management, associated with key functional areas in companies. Research, in contrast, emphasizes social and psychological aspects and pays more attention to recent trends in management, like gender, diversity, and social impact. This suggests that research enjoys more flexibility and capacity for quick adaptation to new trends and ideas in society than teaching. Our findings imply that the process of teaching-learning in entrepreneurship must strive to remain closer to the reality of firms to prioritize the transmission and development of knowledge and skills more in accord with business practice.

Tailoring Entrepreneurial Education: Demand-Driven Insights for an Entrepreneurial Online Mentoring Program

The 2023 European Innovation Scoreboard reveals that there is an innovation asymmetry between different European Union (EU) regions, which is leading to an innovation gap. In particular, southern and eastern EU countries showcase a lower level of innovation compared to their northern and western counterparts. To tackle this issue, the ENTRPRENEDU project, funded by the European Union, endeavors to bridge the innovation and educational divide across EU regions through a scalable "Venture Building Program". At its core lies the precisely crafted ENTREPRENEDU mentoring program, which aims to nurture 12, through hackathons selected, teams from the emerging to moderate-innovation countries Italy, Greece, and Bulgaria. This paper presents the methodological framework, execution, and results of the demand analysis underpinning the development of the ENTRPRENEDU online mentoring program. Employing a qualitative research design for the demand analysis, semi-structured interviews were conducted to delve into the nuanced needs and experiences of the participating teams. These hour-long sessions followed a pre-defined guideline and aimed to determine the specific entrepreneurial needs of the participating teams. For the analysis of interview data, a thematic approach was utilized revealing clusters of predominant demands among the teams, serving as the cornerstone for deriving six overarching mentoring modules. These modules were tailored to address the identified demands and laid the foundation for the program's curriculum development. Each mentoring module was crafted to align with the specific learning objectives of the teams, ensuring targeted guidance tailored to their unique journey. This paper highlights the symbiotic relationship between the identified demands of the teams and the structured mentoring curriculum, underscoring its significance in providing tailored support conducive to their success. The findings not only contribute to the academic discourse on mentoring program development but also hold practical implications for policymakers, educators, and entrepreneurs striving to foster innovation and entrepreneurship in their respective contexts.

Shifting Mindsets: Changes in Entrepreneurial Intention Among University Students

Despite the growing interest in entrepreneurship education and its impact on entrepreneurial intention, there is limited research on why students’ entrepreneurial intentions change over time. It has been observed that university students’ intentions to pursue entrepreneurship are higher when they enroll in entrepreneurship courses; however, these intentions usually shift both before and after the completion of the entrepreneurship course. This study investigates the shift in entrepreneurial intention among university students. Utilizing a mixed-method approach, this study combines the qualitative research tools of interviews and diaries to explore the evolution of students’ entrepreneurial intentions. The research sample consisted of undergraduate university students of a Greek university who had attended an entrepreneurship and innovation course as part of their first-year curriculum in the academic year 2020–2021. The study utilized 163 structured interviews and complementary diary research on 96 students from the same cohort in the academic year 2023–2024. NVivo12 software (32 bits version) was used to analyze the primary data. The findings highlight notable changes in students’ entrepreneurial intentions as a result of a variety of factors, including the allure of the entrepreneurial idea, cohesiveness of the teams, teaching strategies employed, support provided by the university and their families, and certain personality traits. These findings provide valuable insights for educators and policymakers to better support and sustain entrepreneurial intentions among students, while also further expanding the understanding of the strategy development needs of entrepreneurship counseling and education, as very limited research has been conducted on this issue.

Enhancing Entrepreneurship Education with Innovatively Designed YouTube Videos: Evaluating Student Learning and Effectiveness of Youtube Videos as Educational Tools

The use of video media, particularly YouTube videos, has emerged as highly popular and powerful educational tools in higher education due to its ability to provide rich and engaging content that enhances learners' understanding and retention of information throughout the learning process. Much of the current research highlights a need for more active learning strategies to maximize the educational potential of these videos because traditional Youtube videos tend to create passive learning experiences. However, when properly integrated with active learning strategies through innovative video design and development, Youtube videos can enhance student engagement, learning outcomes, and satisfaction. Therefore, this research aims to innovatively design and develop YouTube videos as educational tools and evaluate students' perceptions of their learning and the effectiveness of the video design and development in higher education involving 20 graduate students in the entrepreneurship education program. The data were analyzed using mean, standard deviation, and content analysis techniques. The findings showed that the innovatively developed Youtube videos were perceived to be highly appropriate (Mean= 4.52, S.D. = 0.13). Students reported that they learned entrepreneurship more effectively from various scenarios filled with choices and challenges in entrepreneurial paths. They also perceived the effectiveness of Youtube videos as educational tools to be very high (Mean= 4.58, S.D. = 0.72), noting that these videos were effective tools that promotes active and experiential learning experiences. In conclusion, this study indicates that Youtube videos, when innovatively designed and developed as educational tools with active learning strategies, can be implemented as a powerful tool in teaching entrepreneurship.

Students’ business innovation capabilities: The moderating role of university support and entrepreneurial resilience

The high unemployment rate among university graduates is prompting universities to enhance the business skills of their students. This research aims to holistically explain the role of university support and entrepreneurial resilience in increasing students’ business innovation capabilities. To analyze phenomena and relationships between variables, a quantitative approach using partial least square structural equation modeling (PLS-SEM) was used. This research sample involved 165 student entrepreneurs who are members of the student entrepreneur community in Indonesia. Knowledge management does not significantly impact increasing business innovation capabilities. However, perceived university support and entrepreneurial resilience have been shown to significantly impact business innovation capabilities and strengthen the influence of knowledge management activities on increasing business innovation capabilities. Universities must create policies supporting extracurricular entrepreneurship programs, focusing on building entrepreneurial resilience. This can be achieved through workshops and business incubator initiatives involving partnerships with industry and the entrepreneurial community. This research provides a new perspective in analyzing higher education entrepreneurship education through a more in-depth explanation of the extracurricular activities of the student business community to build business innovation capabilities based on knowledge, institutional, and trait theory perspectives.

How psychological perceptions and family dynamics shape necessity- and opportunity-based female entrepreneurship: the role of gender equality

Purpose This paper aims to explore how psychological perceptions and family situations drive women into necessity- or opportunity-based female entrepreneurship (NBFE or OBFE) and the moderating role of gender equality. Design/methodology/approach This study adopts multilevel logistic regression analysis to examine relationships based on a sample of 6,843 women across eight developing countries drawn from the Global Entrepreneurship Monitor (GEM). Findings The findings suggest that capability and opportunity perceptions positively affect NBFE and OBFE. Family responsibility burden positively affects NBFE and has a U-shaped relationship with OBFE. Household income negatively affects NBFE but positively affects OBFE. Gender equality weakens the U-shaped relationship between family responsibility burden and OBFE but strengthens the positive relationship between capability perception and NBFE and between opportunity perception and NBFE. Research limitations/implications The study highlights the need for targeted policies and support that consider the distinct antecedents and mechanisms of NBFE and OBFE, as well as the importance of promoting gender equality and entrepreneurial education to empower women in their entrepreneurial endeavors. A limitation of this study is the reliance on older data from the GEM, which may not fully capture the current dynamics of developing societies. While the study provides valuable insights, future research should incorporate more recent data to enhance the applicability of the results. Originality/value This study deepens the understanding of antecedents of NBFE and OBFE, breaking through the existing literature that neglects the heterogeneity of female entrepreneurship (FE).

Innovation and Entrepreneurship Education Based on University Student Academic Competitions: Pathways, Challenges, and Strategies

Against the backdrop of accelerated globalization and technological innovation, innovation and entrepreneurship education has become a central issue in higher education. Purpose: This study aims to evaluate the effectiveness of innovation and entrepreneurship education in academic competitions and explore the challenges and strategies for improvement; Methods: Through a literature review, this study analyzes cases of educational reforms and evaluates the effectiveness of various strategies in academic competitions. Results: The research indicates that interdisciplinary learning and project-based learning effectively enhance students' innovation and problem-solving skills, but uneven resource distribution and competitive pressure remain significant challenges. Conclusion: To fully leverage the potential of academic competitions in innovation and entrepreneurship education, it is necessary to optimize educational strategies and provide balanced resource support.

Pioneering Digital Ventures: Investigating Proactive Personality, Education, and Opportunity in Malaysian Higher Education

Digital entrepreneurship has become increasingly important in the context of Industry 4.0. This study explores the connections between digital entrepreneurial intention, proactive personality, entrepreneurial education, and entrepreneurial opportunity among Malaysian public university students. Additionally, it examines the mediating roles of attitudes, subjective norms, and PBC, guided by the TPB. A quantitative research design was employed, collecting data from 250 students, which was then analyzed using SPSS to test the proposed model. The findings reveal that entrepreneurial education and PBC are significant predictors of students’ digital entrepreneurial intention. Moreover, proactive personality, entrepreneurship education, and entrepreneurial opportunity indirectly influence digital entrepreneurial intention via PBC. These results contribute to a more nuanced understanding of the factors driving digital entrepreneurial intention and highlight the importance of fostering educational environments that support entrepreneurship. The study provides valuable insights for educators and policymakers to develop strategies that enhance digital entrepreneurial capacities among students, promoting innovation and self-employment opportunities

Value for Value: Social Entrepreneurship Education Through Value Creation Extracurricular Activity

Social entrepreneurship education is instrumental in developing future change agents to help tackle major social challenges. However, there is limited research on the effective teaching methods and theoretical bases that guide social entrepreneurship educators and students. This study extends this discourse by integrating value creation and experiential learning through extracurricular activities. Using a longitudinal quasi-experimental design in a natural setting, we examined the impact of participation and active engagement of students in social value creation extracurricular activity on their social entrepreneurial intention and self-efficacy. Our findings indicate that value-creation extracurricular activity positively impacts social entrepreneurial intention and self-efficacy. Our research establishes a theoretical basis that guides educators and students in social entrepreneurship education and demonstrates the effectiveness of the value-creation approach through extracurricular activity in teaching social entrepreneurship.

Entrepreneurial Self-Efficacy In Entrepreneurial Intention: The Mediating Role Of Entrepreneurial Education

Unemployment, poverty and social inequality are big challenges for Indonesia in entering the free market and global competition.Today, individuals with a college degree experience stiff competition and difficulty in finding employment. Limited employment opportunities which have resulted in high unemployment rates have increased awareness of the importance of entrepreneurship. However, students' interest in entrepreneurship is still relatively low, causing them to hesitate to start a business because they are risk averse. Entrepreneurial intention, as the main predictor of entrepreneurial behavior, is important in understanding the entrepreneurial process. Factors influencing entrepreneurial intentions, especially entrepreneurial self-efficacy, have been widely researched.Apart from that, the role of the entrepreneurial ecosystem in forming entrepreneurial intentions has also received attention.This research investigates the influence of the entrepreneurial ecosystem, entrepreneurial education, and individual factors such as entrepreneurial self-efficacy on entrepreneurial intentions among business students. The findings show that the entrepreneurial ecosystem has a positive effect on entrepreneurial intentions, in line with previous research in the Western context. In addition, entrepreneurial education and individual factors such as entrepreneurial self-efficacy mediate this relationship. Practical implications include the need for universities to support students in developing an entrepreneurial mindset and improve entrepreneurship education to foster creativity. Limitations, such as the focus on business students and the cross-sectional design, offer avenues for future research to explore broader populations and use longitudinal designs.