Effect Of Entrepreneurship Education Research Articles

Entrepreneurship education in higher education (2002–2022): A technology-empowered systematic literature review

The field of entrepreneurship education (EE) is intricate and necessitates a thorough evaluation incorporating a broad spectrum of research. This study addresses this gap by utilizing big data analytics and machine learning techniques to analyze existing EE research. By dissecting the most prominent publications, journals, and authors in the EE domain, this study presents an up-to-date overview of the current state of research. The investigation focuses on seven key themes in EE research, namely gender and pedagogy, innovation and technology transfer, entrepreneurial intention, entrepreneurial mindset, entrepreneurial learning, entrepreneurial ecosystem and self-efficacy, and the theory of planned behavior. Through a systematic analysis, this paper provides valuable insights and recommendations for future research in EE. These recommendations include investigating the impact of Entrepreneurship Education on students, exploring the role of entrepreneurial intentions in start-up success, assessing the influence of Entrepreneurship Education on entrepreneurial intentions and capabilities, formulating strategies for effective Entrepreneurship Education and entrepreneurial intentions, and examining the factors that influence entrepreneurial intentions in university students. By addressing these research areas, this study aims to propel the field of EE forward and contribute to a more comprehensive understanding of entrepreneurship education.

From classroom to entrepreneurship: the link between educator competencies, entrepreneurial literacy and entrepreneurial behaviour in higher education

PurposeThe aim of this study is to examine the relationship between educators' professional competence, pedagogical competence and the entrepreneurial behaviour of students in higher education as well as the role of entrepreneurial literacy in mediating these variables.Design/methodology/approachThe study involved a sample of 361 students from several universities in Indonesia. A probability sampling method approach with cluster sampling was applied to collect the data, which aims to ensure the representation of each region in Indonesia. The data were retrieved through self-administered questionnaires and structural equation modelling was employed to analyse the relationship between each variable.FindingsThe results revealed a positive and significant relationship between educator competencies and students' entrepreneurial behaviour: professional competence (β = 0.26, p < 0.001) and pedagogical competence (β = 0.27, p < 0.001), indicating that higher educator competencies levels were associated with greater students' entrepreneurial behaviour. The mediation analysis showed that entrepreneurial literacy was partially mediated for professional competence (LL = 0.42; UL = 0.460, p < 0.008) and fully mediated for pedagogical competence (β = 0.021; β = 0.375, p < 0.058).Research limitations/implicationsA study solely concerned with a specific group of educators and students in a particular region as well as a cross-sectional study, may lead to generalisations of the findings. Future studies could expand the sample size and include a more diverse group of participants to increase the external validity of the results.Practical implicationsIt offers valuable insights for educational institutions, policymakers and educators themselves, who can use the findings to design effective entrepreneurship education programmes and initiatives.Originality/valueThis study contributes to the field of higher education by emphasising the importance of educators as catalysts for entrepreneurship and by providing guidance on how to enhance their competencies and literacy in fostering entrepreneurial behaviour among students.

AN ASSESSMENT OF GENDER RELATED FACTORS AND ENTREPRENEURIAL INTENTIONS OF STUDENTS IN SELECTED PUBLIC TERTIARY INSTITUTIONS IN NIGERIA

Purpose: The purpose of this study was to examine gender related factors and entrepreneurial intentions of students in selected tertiary institutions in Nigeria. It was as well focused on the barriers to male and female entrepreneurial activities in the selected tertiary institutions in Nigeria, to determine how effective entrepreneurship education is shaping the entrepreneurial intentions of female and male students in the selected tertiary institutions, examine how entrepreneurial intention of male and female students differ in the selected tertiary institutions; and to assess the gender stereotype for male and female students in the selected tertiary institutions. Theoretical Framework: The common stereotypical view of females being submissive to their male counterparts is said to be clashing with the inherent nature of entrepreneurship intention, and the propensity towards launching an entrepreneurial business may be seen as an impairing factor for female students. In this sense, the paper has sought to systematically review various publications on gender related factors and entrepreneurial intentions of students of public tertiary institutions. Design/Methodology/Approach: The study adopted a cross-sectional survey method using a structured questionnaire. The study area comprised of selected public tertiary institutions in Southwest Nigeria. Six tertiary institutions were selected for the purpose of this study. Students that have participated in entrepreneurship education in the selected tertiary institution in Nigeria are the target population for the study. Data from 351 respondents were assessed based on gender related factors and entrepreneurial intentions of students in selected tertiary institutions in Nigeria using descriptive and inferential statistics. Findings: The study found female students facing more barriers in balancing academic and entrepreneurial activities compared to male students. The study recommends that proper orientation should be given to students on the importance of entrepreneurship education and how it can help them to become self-employed after school and students should be properly oriented on barriers and gender stereotypes, and how it influence their entrepreneurial intentions. Originality/Value: The study therefore concludes that the distribution of barriers is not the same across the two categories of gender. Meanwhile, balancing academic and entrepreneurial activities, bad state of the economy and lack of capital as well as access to funds were the most popular barriers to entrepreneurial activities among tertiary institution students in Nigeria. Entrepreneurship education has statistically significant influence on entrepreneurial intention of students in Nigerian tertiary institutions. Three gender based stereotypes: active and energetic, sensitive to the needs of others and prone to position were statistically significantly different between female and male students which are not sufficient for generalization in this study. Nevertheless, the level of entrepreneurial intention is the same across the two categories of gender.

The Disruptive Innovation and Entrepreneurship Education: The Literature Review and Current Practices

Entrepreneurship education is changing dramatically due to rapid technological advancements and transformative business models. This study investigates the interactions and implications of existing frameworks and practices that link disruptive innovation with entrepreneurship education. The research employs a comprehensive literature review from 2019 to 2023, to synthesize detailed analyses for investigating the interplay of these concepts. Entrepreneurship education fosters the ability to recognize and capitalize on innovative opportunities, whereas disruptive innovation emphasizes value creation through norm-breaking when aligned with entrepreneurial principles. Effective entrepreneurship education can drive new businesses and revitalize existing ones by enabling individuals to capitalize on disruptive breakthroughs. However, incorporating disruptive innovation into courses is challenging. Traditional education may fail to capture the dynamic nature of disruptive innovation, and risk-averse academic environments may stifle experimentation. Innovative teaching methods that balance basic business concepts with disruptive thinking are essential. Finally, a new generation of entrepreneurs can be developed by combining disruptive innovation and entrepreneurship education. Individuals can capitalize on opportunities for economic growth by infusing programmers with disruptive principles. The study identifies five key components of convergence: (i) technology-enabled virtual learning environments (VLEs), (ii) online distance learning (ODL), (iii) digitalization in entrepreneurship education, (iv) competency-based education (CBE) that fosters Business Model Innovation, and (v) experience-based learning in entrepreneurial education. This paper examines the role of disruptive innovation in entrepreneurial education, proposing research directions and highlighting unresolved areas for investigation.
 Keywords: business model, disruptive innovation, entrepreneurship education, technology, online distance learning

YOUNG FEMALE ENTREPRENEURIAL ORIENTATION IN A CONTEXT OF CRISIS. THE CASE OF A DEVELOPING COUNTRY

Entrepreneurship serves as a catalyst for economic development, particularly during crises, as it fosters economic resilience through the establishment of new enterprises and the creation of employment opportunities. Women possess a significant entrepreneurial potential, and nurturing this potential could empower women to contribute substantially to sustainable economic growth. This paper investigates the relationship between the entrepreneurial orientation (EO) of female students in Cluj-Napoca and their entrepreneurial intention (EI). Given the current context of crisis (marked by a post-pandemic situation, Ukraine war, energy crisis and high inflation) we have also studied its impact on the entrepreneurial orientation. To achieve these research objectives, we have employed a questionnaire-based survey among 231 female students from Cluj-Napoca enrolled in all three levels of study (bachelor, master, and PhD). The results show that the entrepreneurial orientation of students (as a unidimensional construct) has a significant influence on their entrepreneurial intentions. Among the five investigated EO dimensions (risk-taking, innovativeness, proactiveness, passion and perseverance), it was found that only passion influences significantly the EI. It was also found that the current crisis is a factor influencing the entrepreneurial orientation of female students. Our study contributes to the body of literature in gender studies and entrepreneurship studies by testing two newly proposed EO dimensions: passion and perseverance. The practical implications of our research consist in recommendations for educational institutions and policymakers for designing more effective entrepreneurship education programs and support policies for women pursuing an entrepreneurial career.

The Influence of Entrepreneurial Education and Entrepreneurial Skills on Entrepreneurial Intentions through the Internship Program as an Intervening Variable for Vocational School Students in Banyuwangi Regency

This research entrepreneurial knowledge through educational curricula, entrepreneurial learning, and practical experience via internship programs. The quality of these programs is key, as better internship experiences positively affect both entrepreneurial learning and skills. Consequently, an integrated approach that combines effective entrepreneurship education, practical skills development, and impactful internship experiences is recommended. In conclusion, this research provides valuable insights into the dynamics of entrepreneurship education, skills development, and internship experiences in shaping the entrepreneurial intentions of vocational school students. The results offer a basis for refining entrepreneurship curricula and designing more effective internship programs, contributing to the broader goal of nurturing a robust entrepreneurial ecosystem in Indonesia.

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.

Implikasi Pendidikan Kewirausahaan dalam Membentuk Minat dan Kompetensi Wirausaha

This qualitative literature analysis examines the implications of entrepreneurship education in shaping entrepreneurial interest and competencies. The study aims to gain a comprehensive understanding of how entrepreneurship education influences individuals' interest in entrepreneurship and their development of entrepreneurial competencies. Through a qualitative analysis of relevant literature, the research addresses key research questions regarding the impact of entrepreneurship education, factors contributing to the formation of interest and competencies, and potential cultural variations in these implications.The research methodology involves a systematic selection of credible literature from various sources, including scholarly journals, books, and articles related to entrepreneurship education, entrepreneurial interest, and competencies. Data collected is analyzed qualitatively, identifying major themes and synthesizing the literature to reveal the relationships between entrepreneurship education, entrepreneurial interest, and competencies. The analysis also explores factors within entrepreneurship education that support the formation of interest and competencies, such as curriculum design, teaching methods, learning environment, and social influences. The findings of this study contribute to a deeper understanding of the implications of entrepreneurship education in shaping entrepreneurial interest and competencies. It elucidates the influence of entrepreneurship education on individuals' interest in entrepreneurship and the competencies developed through such education. Additionally, it identifies critical factors that contribute to the formation of entrepreneurial interest and competencies, offering insights for policymakers and education practitioners to enhance the effectiveness of entrepreneurship education in fostering entrepreneurial interest and competencies. By conducting a comparative analysis across different cultural or national contexts, the research examines potential variations in the implications of entrepreneurship education. This analysis sheds light on differences in entrepreneurship education approaches and cultural factors that influence the formation of entrepreneurial interest and competencies. Overall, this research contributes to the field of entrepreneurship education by advancing our understanding of its implications in shaping entrepreneurial interest and competencies. The findings provide valuable insights for the development of effective entrepreneurship education approaches, guide policymakers in formulating education policies, and promote broader awareness and participation in entrepreneurship

Exploring The Impact of Entrepreneurship Education: A Study on Entrepreneurial Intentions in Turkish Universities

Objectives: Entrepreneurship education serves as a key driver within the entrepreneurial ecosystem, equipping individuals with the essential knowledge, skills, and resources to fuel job creation and economic expansion. Recognizing this vital role, this study aims to delve into the intricate relationship between entrepreneurship education and the cultivation of entrepreneurial intentions within the context of Turkish universities. Specifically, it focuses on the distinct yet interrelated functions of lecturers, course content, and university policies in shaping students' aspirations for entrepreneurship.
 
 Design/methodology/approach: The foundation of this study is rooted in Resource-Based Theory, which emphasizes the pivotal significance of resources, skills, and capabilities in fostering competitive advantage. Building upon this theoretical framework, this study takes on human capital as a resource and adopts a quantitative approach to unravel the multifaceted dynamics between entrepreneurship education and students' entrepreneurial intentions. An extensive online survey is conducted among a diverse group of students from various Turkish universities. Hierarchical regression analysis is employed to unveil the individual roles of lecturers, course content, and university policies in nurturing students' entrepreneurial intentions.
 
 Results: Empirical evidence highlights the substantial influence of entrepreneurship education on students' entrepreneurial intentions. The outcomes indicate the significance of entrepreneurship lecturers, course content, and university policies as influential determinants of entrepreneurial intentions. Notably, among these factors, the influence of university policies emerges as the utmost driving force behind entrepreneurial intentions. This finding underscores the pivotal role of well-designed institutional policies in fostering an environment conducive to effective entrepreneurship education and subsequently nurturing and cultivating entrepreneurial intentions.
 
 Practical implications: This study provides practical insights for institutions and policymakers, urging institutions to craft strategies to foster an atmosphere that drives students toward entrepreneurial activities. By understanding how entrepreneurship education, particularly concerning lecturers, content, and policies, influences entrepreneurial intentions, institutions can tailor their curricula and support systems to not only promote entrepreneurship but also foster a culture of entrepreneurial intent.
 
 Originality/value: This study pushes the boundaries of existing knowledge by illuminating the relatively unexplored yet crucially important crossroads of entrepreneurship education and entrepreneurial intentions with respect to Turkish universities. Moreover, the study adds an important perspective by focusing on analyzing the viewpoint of students, an area that has been relatively under-researched. This endeavor recognizes students as the primary beneficiaries of entrepreneurial education and consequently, a deeper exploration of their experiences and perceptions holds immense promise for enriching our understanding of the educational process's impact. By investigating the roles of lecturers, course content, and university policies, this research unravels the intricate mechanisms through which entrepreneurship education molds entrepreneurial intentions. Notably, given the limited scope of prior research on the influence of policies in Turkish universities, the distinct emphasis placed on policy impact in this study stands out as a noteworthy contribution.

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators

Entrepreneurship plays a central role in driving economic growth and fostering innovation worldwide. As the business landscape becomes increasingly dynamic and competitive, the need for effective entrepreneurship education has never been more critical. This paper presents an integrated framework for entrepreneurship education that addresses the limitations of traditional approaches and aims to equip aspiring entrepreneurs with the necessary mindset, skills, and ecosystem engagement to thrive in the ever-evolving entrepreneurial landscape. The framework focuses on mindset development, skills acquisition, and ecosystem engagement as essential pillars for empowering and nurturing future innovators, contributing to the advancement of entrepreneurship education and the cultivation of a new generation of successful entrepreneurs and innovators.

Determining Online Business Readiness Among Vocational School Students Throughout Banyuwangi

In the digitalized Society 5.0 era, online businesses, particularly in Indonesia, have flourished with rapid technological changes. This research investigates the impact of entrepreneurship education and digital marketing literacy on the entrepreneurial attitudes of Vocational High School students in Banyuwangi, Indonesia, utilizing the Theory of Planned Behavior. Implications include significant contributions to SMK entrepreneurship education curriculum development and insights into factors influencing students' readiness for online businesses. Anticipated outcomes involve SMK students evolving into successful online entrepreneurs, contributing to local economic development. This quantitative study used Structural Equation Modeling based on Partial Least Square variance, employing Smart PLS 3.3 for analysis. Effective entrepreneurship education enhances preparedness and contributes to a robust entrepreneurial attitude. In summary, digital marketing literacy and entrepreneurship education complement each other, with students' attitudes linking the quality of both to their readiness for online businesses.

Impact of Deconvolution Strategies in Entrepreneurship Education in Universities on Students' Innovative Behavior and Entrepreneurial Success

This research investigates the impact of entrepreneurship education in Chinese colleges on students' innovative behavior and business success. The major objective of the study is to explore the role of entrepreneurship education in nurturing students' innovative behavior and its contribution to entrepreneurial success. Fourteen semi-structured interviews were conducted with top academicians possessing industry and academic expertise. The data obtained from these interviews underwent a rigorous three-step evaluation process, including open coding, axial coding, and selective coding. Respondents were selected using the intentional convenience sampling approach. The findings emphasize the importance of entrepreneurship education in improving students' innovative behavior by cultivating creativity, problem-solving skills, and an entrepreneurial attitude. Furthermore, the research shows that entrepreneurship education has an important role in boosting entrepreneurial success by providing students with critical knowledge, skills, and support systems. Furthermore, the study identifies important characteristics and methodology of effective entrepreneurship education programs, providing practical insights for program design and execution. The study suggests that entrepreneurship education has a beneficial impact on students' inventive behavior and greatly adds to their success as entrepreneurs. It emphasizes the value of such education in developing creativity, problem-solving skills, and an entrepreneurial perspective. In addition, the study gives useful guidance for developing and implementing effective entrepreneurship education programs. The paper recommends performing quantitative studies to establish causal linkages, researching the processes by which entrepreneurship education affects innovative behavior, and investigating the transferability of effective programs across varied settings for future research.

Entrepreneurship Education and the Role of Technology in Driving Business Innovation

Increasing business innovation is the main key in facing increasingly fierce competition in the current era of globalisation and information technology. One factor that plays a key role in driving business innovation is entrepreneurship education. This study aims to investigate the relationship between entrepreneurship education and the role of technology in driving business innovation. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from various sources. The study results show that entrepreneurship education and the role of technology in fostering business innovation are two elements that are highly related and mutually supportive. Effective entrepreneurship education should include technology as an integral part of its curriculum, enabling students to understand how technology can be used in various aspects of business. With this understanding, they can develop practical skills, think creatively, collaborate and innovate with the support of technology, thus being better equipped to face challenges in an increasingly digital and competitive business world. The limitation of this research is that it is a literature review, so it does not involve primary data collection or field research. Therefore, the findings are descriptive and based on existing information in the literature accessed.

Utilisation of a Delphi study to understand effective entrepreneurship education in schools

Research into how teachers and leaders successfully implement effective entrepreneurship education is vital to developing student’s entrepreneurial mindsets to navigate opportunities in a post-COVID environment. Identifying professional practice that supports the effective implementation of an engaging entrepreneurial curriculum in schools is critical to the success of programmes. Recent studies have rarely consulted stakeholders, school leaders, or entrepreneurs in determining the characteristics for entrepreneurship education. This study describes the investigation of the literature on the contemporary methodologies of entrepreneurial education research and proposes the use of Delphi techniques to harness the collective knowledge of experts to efficiently define current key indicators of effective entrepreneurship education in primary and secondary schools. We justify the rationale for a Delphi study because, in such unstable economic times across the globe, establishing a localised and contemporary entrepreneurship research framework will support the interrogation and identification of effective school programmes.

EXAMINING THE ENTREPRENEURIAL COMPETENCE OF BSBA STUDENTS ACROSS VARIOUS BUSINESS SCHOOLS IN LUCENA IN THE 2021-2022 ACADEMIC YEAR

The study aimed to investigate the personal entrepreneurial competencies of BSBA students across various business schools in Lucena City. Specifically, the study analyzed ten competencies that are considered essential for successful entrepreneurship. The schools involved in the study include AMA-Lucena, Manuel S. Enverga University Foundation, MaryHill College, Sacred Heart College, Calayan Educational Foundation, St. Anne College Lucena, City College of Lucena, ABE International Business, STI College, Quezon Center for Research and Studies. To assess the personal entrepreneurial competencies of the students, the study used a questionnaire consisting of 55 questions and statements adapted from Management Systems International and McBer and Company. The research methodology employed in this study is the descriptive cross-sectional design, which allowed for the collection of direct responses from the participants. To effectively analyze and interpret the data, the study utilized descriptive statistics such as frequency distributions, percentages, and measures of variability. The results of the study revealed that the top three mean scores for personal entrepreneurial competencies of BSBA students are opportunity seeking, persistence, and systematic planning and monitoring, which are their strengths. However, they should improve their competencies in the connection factor, demand for quality, and self-confidence as their weaknesses. Based on the findings, the study recommends that effective entrepreneurship education should focus on all three of these elements and create opportunities for experiential learning, mentoring, and networking. This way, students can enhance their entrepreneurial skills and be better prepared for successful entrepreneurship in the future.

Entrepreneurship Education and Informal Sector: Implications for Sustainable Economic Development

The paper examined the role of entrepreneurship education in sustainable economic development via the informal sector. Entrepreneurship education is a great force for any meaningful national development and individual survival in any economy. It is a part of the total educational system that involves the acquisition of skills, ideas and management abilities necessary for job creation. The paper concludes that effective entrepreneurship education and training could result to increased self employment in the informal sector, thereby leading to sustainable economic development Consequently, it is recommended among other things that attempts be made by both the government and entrepreneurship educators to improve the curriculum of entrepreneurship education by emphasizing skills that are tailored toward self-employment in the informal sector .

THE ROLE OF GUIDANCE AND COUNSELLING IN ENSURING EFFECTIVE ENTREPRENEURSHIP EDUCATION FOR THE ERADICATION OF GRADUATE UNEMPLOYMENT

The paper examines the role of guidance and counselling in ensuring effective entrepreneurship education which will help in the eradication of graduate unemployment. The inclusion of entrepreneurship education in the curriculum of tertiary institutions by the Federal Ministry of Education was intended to make graduates to be self-employed and job creators thereby reducing unemployment in Nigeria. Despite this introduction for all these years, unemployment seems to be on the increase. The value of entrepreneurship education does not seem to have sufficiently impacted on them Based on this, the question arises: why the entrepreneurship education given to our students is not yielding the required result which is job creation? This work is based on cognitive counselling theory. The data was collected through literature review and it was found out that there is a strong positive relationship between career counselling and entrepreneurial development skills which reduce unemployment. It was concluded that for graduate unemployment to be eradicated in Nigeria, the counsellors must ensure that effective entrepreneurship education is put in place. The paper finally recommends the introduction of a course on entrepreneurship education counselling which should precede the main general course on entrepreneurship education in all tertiary institutions in Nigeria.

THE BROKER: COGNITIVE PROWESS FOR BUSINESS START-UP PERFORMANCE

Purpose: Many methodological and empirical perspectives on the broker between entrepreneurship education and business start-up performance have been prescribed and implemented. However, limited empirical evidence exists on applying cognitive characteristics as a mediator. Hence, this study focused on the National Youth Service Corps (NYSC) members in Lagos State. Design/methodology/approach: The cross-sectional survey research design was used, and data were obtained from 406 graduate entrepreneurs at the National Youth Service Camp (NYSC) before registering with SAED-BOI (Bank of Industry), Lagos State 2021 NYSC 21A, and Stream 1 Batch. The total enumeration technique was applied after the sample filtration criteria were established. Findings: Hierarchical regression analysis results using an SPSS add-on called process analysis found cognitive characteristics significantly mediated the relationship between entrepreneurship education and business start-up performance in Lagos State Nigeria. Research, Practical & Social implications: The broker (cognitive prowess), is required if entrepreneurship education and business start-up performance must survive, expand, and flourish in different sectors. Originality/value: The findings is paramount to the trade industry (start-up ecosystem) and education sector as it would serve as a reliable source of information on the necessary and effective entrepreneurship education mix required to boost business start-up performance.

Characteristics of effective entrepreneurship education post-COVID-19 in New Zealand primary and secondary schools: a Delphi study

This study was designed to investigate the perceptions of experts regarding the characteristics of effective entrepreneurship education in New Zealand primary and secondary schools. The aim of the study was to inform future policies, curriculum review and decision-making regarding entrepreneurial projects that were effective in the mainstream compulsory schooling sector. Using snowball sampling, 28 local entrepreneurship experts were recruited to participate in a Delphi Study. Through successive rounds, these participants established consensus on current and relevant characteristics of an effective entrepreneurship education primary and secondary school. The collective consensus determined seven characteristics for effective entrepreneurship education, centred around student learning approaches. Findings support curriculum planning focussed on creating authentic, action orientated projects or problem solving, strategies to foster entrepreneurship knowledge, skills and capabilities, seeking mentors or role models from the community, and the incorporation of financial literacy and business activities. These findings provide a basis for the successful development of New Zealand’s curricula for entrepreneurship education and enhanced entrepreneurship projects.

Generating Entrepreneurial Ideas for Business Development

Economic development and market changes have led to the need to generate entrepreneurial ideas in order to meet changing customer demands. However, these changes are not seen as opportunities for generating entrepreneurial ideas. Therefore, the purpose of this study is to identify and determine the most important elements in the process of forming entrepreneurial ideas. Mixed-method research that involved the modified Delphi technique, nominal group technique and interpretive structural modelling was used in this study. At first, a questionnaire was set up for the modified Delphi technique, followed by the nominal group technique and, finally, the interpretive structural modeling was used to determine the most important entrepreneurial ideas and model design. The experts involved in this study were 12 entrepreneurial lecturers from higher institutions. The findings show that evaluating and improving existing ideas is the most important element and should be given priority. Therefore, the findings of this study contribute a piece of valuable information for educators’ practice and for policymakers involved in shaping a more effective entrepreneurship education.