Entrepreneurial Learning Research Articles

Developing College Students’ Entrepreneurial Competences: Designing Project-Based Learning Entrepreneurship Foundational Course in Chinese Universities

This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.

Metaverse, entrepreneurial learning and opportunity exploitation

Metaverse, entrepreneurial learning and opportunity exploitation

Analysis of Millennial Entrepreneur Business Strategy Based on Digital Technology in Sidenreng Rappang Regency

This study examines the business strategies applied by millennial entrepreneurial students in Sidenreng Rappang Regency, South Sulawesi. These students are engaged in various business sectors such as food and beverages, fashion, cosmetics, services, art and design, and digital business. The primary purpose of the study is to analyze the strategies used in responding to business opportunities, competitive advantages, contributions to entrepreneurship learning in higher education, and obstacles and solutions faced by students. With a qualitative phenomenological approach, this study explores the experiences of young entrepreneurs in taking advantage of market opportunities that other entrepreneurs often ignore. Students utilize business model innovation theory by considering factors such as understanding consumer behavior, product differentiation, service quality, and location and network. Entrepreneurship learning in higher education makes an essential contribution to equipping students with an understanding of business strategies and their application in actual practice. Of the ten respondents, five have participated in entrepreneurship seminars and training, while the other five are self-taught and through campus activities. These two methods are considered influential in shaping entrepreneurial skills and mindsets. The challenges faced by millennial entrepreneurs, as well as the solutions they implement, show relevance to modern management theory. This research provides insight into how entrepreneurship education and training can support student business development.

Entrepreneurial Learning in the Resource Mobilization Process

Entrepreneurial Learning in the Resource Mobilization Process

Entrepreneurial Learning, Digital Capabilities and Inclusive Entrepreneurial Performance

Entrepreneurial Learning, Digital Capabilities and Inclusive Entrepreneurial Performance

Beyond Books: Exploring the Relationship Between Entrepreneurial Learning and Extra-Role Behavior

Beyond Books: Exploring the Relationship Between Entrepreneurial Learning and Extra-Role Behavior

Self-Regulated Entrepreneurial Learning: A Key to Innovation in a Dynamic World

Self-Regulated Entrepreneurial Learning: A Key to Innovation in a Dynamic World

Do Career Preferences Drive Entrepreneurial Learning in Pre-Incubators?

Do Career Preferences Drive Entrepreneurial Learning in Pre-Incubators?

Network-Based Entrepreneurial Learning and Business Performance

Network-Based Entrepreneurial Learning and Business Performance

Implementation of the EDDPEA Model in Entrepreneurship Learning

Limited access to direct interaction during the COVID-19 pandemic led to several constraints in the fields of learning and education. Barriers are a challenge for educators and students to continue and carry out learning even if it is limited to face-to-face discussions. Entrepreneurship courses that require a lot of discussion are also boldly transferred. However, learning that is carried out boldly is a solution for educators and students to continue to carry out learning activities using digital platforms. Bold learning requires a learning model that can support and facilitate access to learning. EDDPEA model is one such models used by educators to deliver entrepreneurship learning materials to students. The purpose of this study is to describe the implementation of the EDDPEA model in entrepreneurship learning to improve cooperative skills. The results show that the EDDPEA model can use students’ ability in the form of developing creative products resulting from collaboration. Products can be developed through planning, production, and marketing processes. These stages train students to implement Envision, Design, Development, Presentation, Enhance, Assessment (EDDPEA) in overall entrepreneurship learning. Learning carried out in collaboration can improve cooperative skills. The conclusion of this study is that the EDDPEA model is not only suitable in bold learning but also for general learning and can be applied prospectively because it is a joint project to improve cooperative skills. Keywords: EDDPEA model, entrepreneurship learning, cooperative skills

A holistic lens on entrepreneurial learning from failure: continuing the legacy of Jason Cope

PurposeThe paper follows Jason Cope's (2011) vision of a holistic perspective on the failure-based learning process. By analyzing the research since Cope's first attempt, which is often fragmentary in nature, and providing novel empirical insights, the paper aims to draw a new comprehensive picture of all five phases of entrepreneurial learning and their interplay.Design/methodology/approachThe study features an interpretative phenomenological analysis of in-depth interviews with 18 failed entrepreneurs. Findings are presented and discussed in line with experiential learning theory and Cope's conceptual framework of five interrelated learning timeframes spanning from the descent into failure until re-emergence.FindingsThe study reveals different patterns of how entrepreneurs experience failure, ranging from abrupt to gradual descent paths, different management and coping behaviors, and varying learning effects depending on the new professional setting (entrepreneurial vs non-entrepreneurial). Analyzing the entrepreneurs' experiences throughout the process shows different paths and connections between individual phases. Findings indicate that the learning timeframes may overlap, appear in different orders, loop, or (partly) stay absent, indicating that the individual learning process is even more dynamic and heterogeneous than hitherto known.Originality/valueThe paper contributes to the field of entrepreneurial learning from failure, advancing Cope's seminal work on the learning process and -contents by providing novel empirical insights and discussing them in the light of recent scientific findings. Since entrepreneurial learning from failure is a complex and dynamic process, using a holistic lens in the analysis contributes to a better understanding of this phenomenon as an integrated whole.

Lifelong Learning and Sub-Saharan Africa's Dream of Economic Emancipation

Sub-Saharan Africa having remained economically poor throughout its more than sixty years of independence, and relying on the finding that the acquisition of a high level of digital and entrepreneurship skills tends to create wealth for nations in modern times, this study investigates the extent to which sub-Saharan Africa's higher education institutions may leverage the facilitation of the learning of digital technologies and entrepreneurship for Africa's economic emancipation through lifelong learning. The work carried out at the level of eight (8) lifelong learning outfits of eight (8) premier universities drawn from the four (4) regions of sub-Saharan Africa is scrutinised through the administration of a six (6)-item questionnaire with a view to establishing whether or not Africa's higher education institutions are currently facilitating the learning of digital technologies and entrepreneurship through lifelong learning to a level that may promote Africa’s economic emancipation. The findings of the current study are that sub-Saharan Africa i). possesses very few higher education institutions in comparison to the global average, ii). is yet to prioritise lifelong learning both nationally and at the higher education level and iii). is incapable to produce the needed population of digital and entrepreneurship graduates that may propel its economic emancipation as a result of its current level of neglect of lifelong learning. Received: 22 May 2024 | Revised: 12 July 2024 | Accepted: 25 July 2024 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement The data used to support the findings of this study are available upon request to the corresponding author. Author Contribution Statement Idowu Biao: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration.

APPLICATION OF POWTOON-BASED AI TECHNOLOGY IN MAKING ENTREPRENEURSHIP TEACHING MATERIALS

Technological advances with various other implications also require a greater role for the world of education, especially for teachers who use different technologies, methods and approaches in conveying material and values ​​to students. A teacher's ability to adapt to technological developments has become an inevitability that cannot be avoided. Based on the research obtained, the results show that the development of powtoon learning media has a feasibility percentage of 83,75% (feasible). Student learning outcomes were proven to have increased in obtaining a minimum score of 70 and a maximum score of 100. The gain test showed that 18 students obtained high score criteria and 9 students obtained medium score criteria. In the student response questionnaire, the percentage was 93.4% (Very Eligible). Thus, it can be stated that the Powtoon learning media is suitable for use in entrepreneurship learning. It is hoped that this research can help students and the instruments involved in the process of teaching and learning activities.

The Influence of Entrepreneurship Education and Its Implementation

Research related to entrepreneurial education (EU) and its implementation is very important to develop entrepreneurial abilities. Therefore, this research was conducted to determine the influence of EU and its implementation in relation to entrepreneurial capacity (EC), entrepreneurial passion (EP) and entrepreneurial intentions (EI). EC is a person's ability to find, recognize and absorb opportunities before undertaking. Furthermore, PE is the motivating force to influence the recognition by seeing opportunities, the vision, the mission, the decisions and the perseverance to get involved in the business to be built. Furthermore, PE is a person's thinking to form new business concepts and have a career in it. world of entrepreneurship. This research uses a literature study method by reviewing the results of previous research following the steps: (1) identify the research topic to be studied; (2) collect library sources that are relevant to the research topic; (3) read and analyze these library sources comprehensively; (4) identify findings and information relevant to the research topic; (5) organize and compile the findings in the form of a research report. The results of this research show that the EU in its implementation influences the EC, the EP and the EI. Furthermore, this research shows that the EU, EC and EP influence EI. Therefore, educational institutions that want to develop entrepreneurial skills can implement a curriculum based on project-based learning and problem-based learning so that students can directly experience concrete entrepreneurial learning in terms of knowledge, skills and experience. so that they can increase their entrepreneurial intentions and can even develop the business that they have been running since they were students.

Implementation of Entrepreneurship Course in Maritime Higher Education

Entrepreneurship course is one of the subjects given to seventh semester cadets majoring in Sea Transportation and Port Management at the College of Shipping. This study aims to determine the implementation as well as an evaluation for further entrepreneurship learning. The evaluation was conducted using the Kirkpatrick evaluation model developed by Mullins which consists of four aspects: satisfaction, learning, behaviour and impact. The method used is a combination of quantitative and qualitative with data analysis in the form of percentages. The sample was taken from 140 cadets who had completed the entrepreneurship course. Data was collected through a questionnaire administered via google form. The results showed that the level 1 evaluation of cadets' satisfaction in learning showed an average score of 71% satisfied learning entrepreneurship and 29% dissatisfied. From the level 2 evaluation, it was obtained that the average cognitive, affective and psychomotor learning outcomes had increased. Level 3 evaluation of entrepreneurial behaviour obtained an average increase of 20 points. Level 4 evaluation of the impact of learning obtained 82% of cadets think it is suitable to be continued, and 75% think entrepreneurship learning is effective in making cadets become entrepreneurs, and 72% form cadets to carry out business activities.

Influence of Entrepreneurship Learning and Double Track Programs Increasing Interest in Entrepreneurship

Influence of Entrepreneurship Learning and Double Track Programs Increasing Interest in Entrepreneurship

Entrepreneurial Intentions from an Entrepreneurial Knowledge Perspective, Mediating Subjective Norms Moderates Self-Efficacy

This research aims to determine the influence of entrepreneurial knowledge on entrepreneurial intentions with the mediation of subjective norms and moderation of self-efficacy. This research is quantitative, analyzing responses to questionnaires distributed to 218 accounting education students at seven universities in Indonesia. Verify the data by hypothesis testing, then the collected data is analyzed using Partial Least Square -Structural Equation Modeling (PLS-SEM). The results of this research are that subjective norms perfectly mediate the influence of entrepreneurial knowledge on entrepreneurial intentions, but self-efficacy does not moderate the influence of entrepreneurial knowledge on entrepreneurial intentions. These results have implications to increase students' entrepreneurial intentions, the authorities should create course programs recommended by the business and industrial world, whether run by the government or the private sector. In addition, it is necessary to evaluate the entrepreneurship learning curriculum in order to increase the content of attitudes and capable beliefs. The originality of this research explores the entrepreneurial intentions of accounting education students in Indonesia. This research combines a mediation model and a moderation model.

Entrepreneurship Learning: Implementation of Pancasila Values in Developing Higher Education Models

Purpose: The purpose of this research is to develop and evaluate a Pancasila-based entrepreneurship learning model for higher education, with the goal of integrating Pancasila values into entrepreneurial education to better prepare students for the demands of the global market. Objective: The objective of this study is to design and test an entrepreneurship learning model that embeds Pancasila values, aiming to enhance student engagement, innovation, and ethical practices. It seeks to identify implementation challenges and opportunities, and to provide practical recommendations for educators and policymakers, while contributing to the understanding of the impact of values-based education on entrepreneurial competencies. Theoretical Framework: This research is grounded in the principles of Pancasila, which encompass belief in God, humanitarianism, national unity, democracy, and social justice. These principles are integrated into the entrepreneurship education framework, emphasizing social responsibility, ethical decision-making, and innovation. The framework also incorporates theories of experiential learning, reflective practice, and competency-based education to foster holistic entrepreneurial development. Method: Interviews and focus groups will be conducted with key stakeholders, including students, lecturers, and industry partners, to gather in-depth insights into the effectiveness and challenges of the current entrepreneurship education model. Results and Discussion: The research is expected to reveal areas where current entrepreneurship education models lack integration of Pancasila values. It will discuss the benefits of incorporating these values, such as increased student engagement and ethical awareness, as well as challenges like resistance to change and the need for additional resources. The discussion will provide insights into how the new model impacts student learning and behavior, supported by quantitative and qualitative data. Research Implications: The findings have significant implications for higher education institutions, educators, and policymakers. They highlight the need for curriculum development that integrates national values, influence policy decisions to mandate such integration, and offer practical strategies for educators to implement values-based education effectively. The study also provides a foundation for further research on the impact of values-based education in various fields. Originality/Value: This research is original in its approach to integrating Pancasila values into entrepreneurship education, addressing a gap in the literature on values-based entrepreneurial learning. Its value lies in providing a novel model that not only enhances entrepreneurial skills but also instills ethical and social responsibility in students, preparing them for the global market while adhering to national.

Unleashing entrepreneurial potential: venture creation and self-directed experiential learning on social media amongst secondary school-aged business owners

PurposeThis research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents’ entrepreneurial learning processes without formal guidance or curriculum.Design/methodology/approachThe study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram.FindingsThe results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process.Practical implicationsThe research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students’ learning.Originality/valueThis research represents the first exploratory study on the potential of school-age teens’ self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students’ informal learning, entrepreneurial learning and social media learning.

Toward Using Technology for Instructional Purposes in Lesotho

Preparing both teachers and students for the technological world is very challenging, requiring a total shift of the entire education system to accommodate the thorough use of technology. Studies show that technological competence is the key factor that holds the entire modern education structure together. However, the use of technology in teacher education is still delayed as student-teachers engage in technology for activities without meaningful learning purposes, such as fun-related activities. This calls for thorough training meant to remove the physical barriers that hinder student-teachers’ use of technology in the classroom. This study examined factors that influence student- teachers’ self-efficacy in using technology in learning in one teacher education institution in Lesotho. A systematic review approach was adopted to select and analyze studies on student-teachers and the use of technology in tertiary education. After screening for relevance, some studies were excluded. The themes that emerged from the selected studies were analyzed to build themes that are relevant to student-teachers' self-efficacy in using technology in learning. Findings indicate that student-teachers’ self-efficacy in using technology is influenced by the lack of technological tools in classrooms and computer laboratories, lack of professional development, lack of information and communication technology (ICT) policy, cost of connectivity, and the benefits of technology in learning entrepreneurship education. These findings imply that teacher education is required to restructure its curriculum and offer adequate support to student- teachers and lecturers. In addition, teacher education must restructure their classrooms and computer laboratories to shape student-teachers for future roles.