Entrepreneurial Education Course Research Articles

Quality improvement strategies on innovation and entrepreneurial education courses in colleges and universities in Chengdu

Quality improvement strategies on innovation and entrepreneurial education courses in colleges and universities in Chengdu

Entrepreneurial innovation among international students in the UAE: Differential role of entrepreneurial education using SEM analysis

This paper explores the impact of entrepreneurial education among international students studying higher education in the UAE. The authors examine the role of entrepreneurial education as an independent variable and as a moderating variable in the relationship between external factors (measured by the economy, institutions and society) and internal factors (measured by entrepreneurial orientation, entrepreneurial capabilities and achievement) on entrepreneurial innovation. A survey approach was used in which predesigned questionnaires were distributed to the targeted respondents. We employed Structural Equation Modelling (SEM) analysis to analyze the collected data. The result reveals that exposing international students to entrepreneurial education is crucial to their entrepreneurial innovation. We also found the external and internal environments to be crucial factors that predict entrepreneurial innovation among the sample surveyed. Further findings revealed that entrepreneurial education significantly moderates the relationship between the external environment and entrepreneurial innovation whereas the moderating effect of entrepreneurial education on the relationship between the internal environment and entrepreneurial innovation was found to be insignificant. The findings provide valuable insight for not just higher education institutions offering entrepreneurial education courses in the UAE. Nevertheless, for entrepreneurship stakeholders globally understanding how to enhance the significant role of entrepreneurial education on external and internal factors will ensure higher innovativeness among international students in the host country.

Entrepreneurial Readiness: What Are The Roles Of Entrepreneurial Education, Environment And Student’s Mindset?

The objective of this study is to analyze students’ entrepreneurial readiness after taking Entrepreneurship course, which is a part of the educational curriculum, at their campuses. The data were obtained from questionnaires and processed in WarpPLS 5.0. The sample of this study is 323 students who have taken Entrepreneurial Education course. This study finds that Entrepreneurial Education will be more effective in affecting entrepreneurial readiness if the students’ mindset regarding entrepreneurship has been established. Furthermore, the mindset is affected by the entrepreneurship course and their environment. Therefore, this study suggests the necessity of shaping a more positive mindset towards entrepreneurship in students before they take entrepreneurship course.

Entrepreneurial intentions of students in a historically disadvantaged university in South Africa

Orientation: The entrepreneurial intentions of students in different faculties of a historically disadvantaged university in South Africa are not known and are not measured. Research purpose: The purpose of this study was to assess the entrepreneurial intentions of students in a historically disadvantaged university in South Africa. This study was based on two objectives, namely, to determine the entrepreneurial intention of students in four different faculties in a historically disadvantaged South African university and to assess if significant differences exist between entrepreneurial intentions of students in the four different faculties of a historically disadvantaged South African university. Motivation for the study: Graduate unemployment is on the rise in South Africa. Furthermore, the entrepreneurial intentions of students across faculties in historically disadvantaged institutions are underexplored and needs further testing. This study aims to assess the entrepreneurial intentions of students in a historically disadvantaged university in South Africa. Research design, approach and method: Quantitative research was utilised and 377 students from a historically disadvantaged South African university were surveyed. Simple random sampling technique was utilised in the study. Reliability was measured using Cronbach’s alpha. Mean, standard deviation and Chi-square test were utilised in the data analysis. Main findings: The findings revealed that significant differences exist between the entrepreneurial intentions of students in the four different faculties (health sciences, management and law, humanities as well as science and agriculture). The study also found that the students in the Faculty of Management and Law have a high entrepreneurial intentions. The study focused on one historically disadvantaged university in South Africa; therefore, the findings of this study should be interpreted cautiously for other universities in South Africa. Future research can be replicated in other South African universities. Practical/managerial implications: The findings of this study have implications to policy-makers in higher education and lecturers in South Africa universities. This study recommends entrepreneurial education courses for all students in the universities and policy decisions that allow students to start businesses. This is expected to promote entrepreneurship, employment and economic development in South Africa. Contribution/value-add: The novelty of this study is the contribution to the body of knowledge on entrepreneurial intentions of university students across faculties in South Africa. In addition, studies on entrepreneurial intentions of students from historically disadvantaged universities are underexplored. The study provides useful recommendations on entrepreneurial intention of South African students from a historically disadvantaged university.

Course Design for College Entrepreneurship Education – From Personal Trait Analysis to Operation in Practice

Nowadays, many countries are promoting entrepreneurial education or the “innovation, entrepreneurship, and creativity” education. Entrepreneurial education can enhance a nation’s economic competitiveness and give rise to new business. At the moment, entrepreneurial courses are mostly designed by school teachers; however, while school teachers may possess business experience, they lack in entrepreneurial experience. Hence, entrepreneurial education courses call for experts with entrepreneurial experience to contribute to course designs and assist with course teachings. Entrepreneurial education not only improves a student’s entrepreneurial skills, but also enables each student to explore their personal characteristics in order to advance the collaboration efficacy of the team as a whole. This study asked six experts with entrepreneurial experience in the information industry to work with school teachers in course design as well as teaching collaboration. The course design starts with three talk sessions given by professionals who share with students their thoughts and experiences in entrepreneurial products, team organization, fund raising, and profit calculation. Following that, each student is asked to share their own thoughts on entrepreneurial products and start searching for team members and planning their project. During the course, each team receives six individual advising sessions from the professionals, with topics ranging from product modeling, feasibility, product market estimation, fundraising methods, and profit calculation. The experts also provide each team member with personal trait analysis. Last but not least, the course invites five management-level industry professionals to play the role of venture capital investor, and evaluate each team’s product modeling based on their presentation. This study reviews the grades given by the experts as well as the evaluations given by the three industry managers to assess whether the entrepreneurial education course’s student entrepreneur teams satisfy the industry’s expectations.

O reflexo de cursos de capacitação empreendedora por meio da capacidade absortiva em empresas de Imbituva Paraná

Absorptive capacity is a dynamic capacity that has importance when associated with the acquisition of new external knowledge, its assimilation and transformation with the already effective internal knowledge and the exploration and development of new knowledge. In Brazil, entrepreneurial education has been a relevant point, being implemented and developed through programs that seek the training of entrepreneurs. Thus, it is considered that it is possible to pass on the knowledge of undertaking, that is, to undertake is a peculiar tool of entrepreneurs. This research was carried out through the content analysis method, with semi structured interviews conducted with entrepreneurs who were trained in an entrepreneurial education course: Bom Negocio Parana. The study shows the relationship between professional training and the entrepreneurs' absorptive capacity, as well as their phases of acquisition, assimilation, transformation and exploitation of the knowledge obtained. Entrepreneurial training is encouraged by the entrepreneurs, who see it as a positive action, since they can apply the knowledge acquired in their companies. Therefore, the presence of the absorptive capacity in entrepreneurs becomes visible considering that, after the acquisition of knowledge, they are able to assimilate, transform and explore it in their company.

Self-confidence and fear of failure among university students and their relationship with entrepreneurial orientation

PropósitoEsta investigación tiene como objetivo identificar el impacto de las características propias de la personalidad tales como la autoconfianza y el miedo al fracaso en el constructo Orientación Emprendedora (OE) de los estudiantes universitarios matriculados en cursos de educación emprendedora.Diseño/metodología/enfoqueA partir de la información obtenida a través de encuestas aplicadas en diferentes programas educativos en la ciudad de Medellín, se consideran variables relacionadas con la asunción al riesgo, la capacidad de innovación y la proactividad, así como variables relacionadas con la autoconfianza y el miedo al fracaso. Usando el modelo de regresión lineal, investigamos como la autoconfianza y el miedo al fracaso afectan la OE de los estudiantes universitarios.HallazgosTomando en consideración nuestras hipótesis de investigación, los resultados indican que tanto la autoconfianza como el miedo al fracaso son determinantes de la OE de los estudiantes universitarios. La autoconfianza tiene un efecto positivo y consistente en las tres dimensiones de la OE, mientras el miedo al fracaso tiene un efecto negativo sobre la OE.Limitaciones/implicaciones de la investigaciónEste trabajo es un estudio exploratorio que investiga la relación de ciertas características de la personalidad con el desarrollo de la OE de estudiantes universitarios en el presente. Por lo tanto, no es posible asegurar que, en el mediano y largo plazo, los individuos más propensos a asumir riesgos, a innovar y a ser proactivos, se conviertan en empresarios. Por otro lado, se debe resaltar que este estudio se realiza con una muestra específica de estudiantes y los resultados pueden variar en diferentes contextos.Originalidad/valorEste estudio ofrece una nueva visión que relaciona las autopercepciones individuales y su impacto en la OE. Por otro lado, destaca la necesidad de una mayor investigación que colabore en la comprensión del fenómeno emprendedor utilizando los hallazgos para crear un entorno que respalde la actividad emprendedora en las universidades. Adicionalmente, ofrece información relevante para el diseño de programas académicos orientados a fortalecer los aspectos personales de los estudiantes, con el objetivo de promover la autoconfianza y la tolerancia al miedo al fracaso como predictores de la OE de este colectivo.

The impact of entrepreneurial education on entrepreneurial intention of engineering students in Hong Kong

PurposeTheory of planned behavior (TPB) has been used to study the impact of entrepreneurial education (EE) on entrepreneurial intention (EI) for more than 20 years, yet an intensive literature review reveals that there are gaps in both the conceptual models and the research methods. The purpose of this paper is to investigate the impact of EE on EI with a view to address the gaps in previous research.Design/methodology/approachThis research proposes a conceptual model that links the entire antecedent variables of TPB and the elaborated four components of entrepreneurship education (Why, What, How, and Who). The model is tested by a structural equation modeling with the empirical data from 200 engineering students from three universities in Hong Kong.FindingsThe empirical test reveals that the four components of entrepreneurial education do influence attitude, social norm, self-efficacy, and EI, correspondingly. Additionally, it also reveals that the four EE components and the three TPB antecedent variables are also interrelated with each other.Originality/valueThis study bridges specific education components and EI, providing significant insight into how the key components influence the entrepreneurial attitudes and intentions of students. It fills the gap in the knowledge required for fostering EI through entrepreneurship education. It not only answers the question on whether EE influences EI but also on how to nurture the intention by designing a relevant EE course.

Protecting Student Intellectual Property in the Entrepreneurial Classroom

While universities are intensely protective of revenue streams related to intellectual property interests for the institution and professors, the financial and legal interests of students in the entrepreneurial process have largely been overlooked. This lack of attention, both in universities and in the literature, is intriguing given the mushrooming growth in entrepreneurial education courses in almost every U.S. university. This article builds and reflects on an original article by Katz, Harshman, and Lund Dean where the authors advocate for establishing classroom norms for promoting and protecting student intellectual property. We present research, insights, and reflections from Professor Katz regarding the controversial ethical and legal issues related to student intellectual property in university settings and provide suggested resources for faculty traversing these issues.

Challenges of Entrepreneurial Education in Nigerian Universities: Towards a Repositioning for Impact

Entrepreneurial education course were introduced into the undergraduate curriculum of University students in Nigeria in 2006. The focus was to equip graduates with requisite skills for entrepreneurial success after school. The overarching objective of the program was to reduce youths unemployment; especially among school leavers, in Nigeria. Over the years, while graduates unemployment has not abated, there is a growing national discontentment on the socio-economic relevance of the course in Nigeria education. This inability to meet its introduction objectives has led to many uncoordinated revisions and changes in the pedagogical structure of the curricula over the years. To reposition entrepreneurial education for impact, there is a need to critically and comprehensively review implementation challenges as reported over time. The study adopted a review methodology approach of extant literatures and publications in the last decade. The theoretical underpinning of the methodology is based on structural functionalism in order to achieve a holistic system diagnosis. The internal challenges that bother on funding, relevance and harmonization of curricula were found to be more invasive than the external policy-related challenges. It is recommended that the internal and external factors need a redress to refocus and reposition Entrepreneurial Education for impact in the country. DOI: 10.5901/jesr.2016.v6n1p208

Investigation on entrepreneurial cognitive level of students in Southern Medical University and entrepreneurship education

Objective To explore influencing factors of the individual entrepreneurship from as- pects of entrepreneurial intention, entrepreneurial cognition and entrepreneurship education. Methods Questionnaire of entrepreneurial cognition was conducted for 1860 students in Southern Medical Universi- ty. SPSS was used to analyze the data. Results （1）Entrepreneurship intention among university students were strong. （2）There was a lack of awareness of college students entrepreneurship policy among college students. （3）Students never receiving entrepreneurship education accounted for 65%, but 89% students held that entrepreneurial education courses was necessary. Conclusions Due to arduous professional tasks, medical students have compelling and demanding need for personalized entreprenenrship educa- tion. Initiative participation of library in integrating of entrepreneurship education information by using advantageous resources plays a important role in entrepreneurship education. Key words: Medical colleges and universities; Entrepreneurship education