Entrepreneurship Courses Research Articles

Business Education and Entrepreneurial Competence Drivers of Entrepreneurial Intention in University Students

Through business creation, technological progress, and innovation led by entrepreneurs, the country's wealth production and the well-being of citizens can be improved. The study analyzes business education and entrepreneurial competence as predictors of entrepreneurial intention in university students. This research is framed from a quantitative, causal correlational methodological perspective through a structural equation model, the sample of which is comprised of 377 university students. The results show that the model's fit was adequate, with a Chi-square value of 1149.09, 521 degrees of freedom (p=0.000<0.001), and a Chi-square/df ratio of 2.21. The goodness-of-fit indicators, incremental fit, and parsimony measures obtained values within the acceptable range. In conclusion, there is a significant influence (?=0.77) between business education and entrepreneurial competence (p=0.000<0.001) and between entrepreneurial competence and the intention to start a business (? = 0.87). However, the influence (p=0.135<0.05) between business education and entrepreneurial intention was insignificant. The university curriculum must have practical entrepreneurship courses with experienced teachers to transfer entrepreneurship knowledge and incubators, allowing students to inspire and strengthen their entrepreneurship abilities. Received: 8 February 2024 / Accepted: 26 May 2024 / Published: 02 July 2024

Faktor Pengaruh Mahasiswa dalam Berwirausaha di Surakarta

Currently, there are many unemployed people who are college graduates. This is due to the limited abilities possessed by graduates and the needs desired by industry. At the tertiary level, it is necessary to direct and educate students to have an entrepreneurial character so that they can develop in the outside world. This research focuses on finding out students' interest in creating or running a business. The sample used as data is students in Surakarta who have completed entrepreneurship courses. The type of research used is quantitative, with techniques used including instrument testing, multiple regression analysis, partial hypothesis testing, and coefficient of determination. Research respondents were obtained through a questionnaire with a Likert scale and using SPSS. The results of this research state that all variables have a significant effect on students' interest in entrepreneurship. Based on the research results, universities need to improve Entrepreneurship Education and Motivation because it can be the basis or motivation that comes from within students to set up a business. Apart from that, it is also necessary to improve those that come from outside such as the Environment and Income Expectations

혁신적 교수법 만족도가 기업가적 역량 및 창업의도에 미치는 영향에 관한 연구

In order for universities as higher education institutions to cultivate 21st century talent, it is a time when there is an urgent need for changes in the university education paradigm, such as applying new teaching methods at the micro level and reforming the university curriculum at the macro level. In this study, we applied various innovative teaching methods to entrepreneurship courses operated at universities and empirically analyzed the impact of the satisfaction perceived by learners on their entrepreneurial capabilities and intention to start a business. As a result of the study, satisfaction with innovative teaching methods was found to have a significant positive (+) effect on entrepreneurial competency and intention to start a business, and entrepreneurial competency also had a significant positive (+) effect on intention to start a business. Through this study, we were able to verify that innovative teaching methods such as PBL and flipped learning, which have been actively promoted in recent university education settings, can enhance the ultimate effectiveness of entrepreneurship education, including enhancing entrepreneurial capabilities and intention to start a business. However, follow-up research is needed on the selection and application of appropriate and efficient innovative teaching methods, evaluation and feedback, etc., taking into account the individual capabilities and levels of learners and the characteristics of entrepreneurship education in detail.

Mediatory Impact of Expert Class to the Change of the Entrepreneurship Intention: A Case Study of Entrepreneurship Courses in XXX University

Mediatory Impact of Expert Class to the Change of the Entrepreneurship Intention: A Case Study of Entrepreneurship Courses in XXX University

Influence of student factors on entrepreneurial intentions: Evidence from Nigeria

Purpose – This study aims to identify the factors influencing entrepreneurial intentions among private university students in South-West Nigeria, and to determine their significance.Methodology – The study population consisted of final-year students from the Faculty/College of Business and Social Sciences across 11 selected private universities in South-West, Nigeria, offering entrepreneurship courses. This study used a sample of 623 students. Data were collected using a self-developed instrument with a reliability coefficient of 0.847 for student-related factors and 0.80 a entrepreneurial intentions. The Relative Significance Index (RSI) and multiple regression analyses were used.Findings – The results revealed that most students perceived several factors as influential on entrepreneurial intention. The key factors were students’ personal factors, family history, technical abilities, and parental attitude. Despite recognizing these influences, many students lacked the skills to solve challenges and effectively utilized technical literature and other information sources. Multiple regression analysis indicated that student parental attitude, student personal factors, and technical abilities significantly influenced entrepreneurial intentions.Implications – This study highlights the importance of enhancing students' personal factors, technical abilities, and parental attitudes to foster entrepreneurial intention. Educational institutions and policymakers should focus on these areas to cultivate an entrepreneurial mindset among students.Originality – This study provides empirical evidence on the determinants of entrepreneurial intentions among private university students in Nigeria, contributing to a broader understanding of how personal, familial, and technical factors shape entrepreneurial aspirations.

Marketing the “faast” way: the corn dough revolution

Research methodology The case portrays an actual organization, real people and an authentic marketing situation. Both primary and secondary data were used to develop the case. Interviews with the company’s founders were a major source of primary data. Email exchanges with the company’s leadership were used to verify and elucidate details within the case and instructor’s manual. Other primary data included direct observations of how maize was milled, sold in the marketplaces and cooked into various staple foods. Secondary data about the company were obtained from the company’s website, social media (Facebook, Twitter, Instagram) and articles in the press. Information on the company’s operating environment was derived from published government reports. The authors also drew on secondary data about the statistics, practices and issues involved in maize production and the agro-processing industry in Ghana. Case overview/synopsis This case features Sahel Grains Ltd, an agro-processing company based in Ghana, West Africa, striving to grow its maiden product, Faast Mmori. This ready-to-cook corn dough provides a more hygienic and convenient way of preparing local meals, compared to the traditional method, which involves taking maize grain to the local mill facilities and paying to have it milled before cooking. Alternatively, consumers purchase corn dough from the markets to make traditional meals. Since the company launched the product in Kumasi in 2018, sales have grown with the augmented street sales promotion and expanded distribution in premium supermarkets such as Shoprite and Citydia. However, starting in November 2020, the sales seemed to plateau with dwindling new customers, and the monthly dough sales in Kumasi dropped for the first time in December 2020. Although the sales regained positive growth, they then started to lose momentum. In this scenario, Kofi, the CEO and co-founder, is considering marketing strategies to catalyze growth. Students assume the role of Kofi and are asked to recommend growth strategies to move the company forward. In doing so, they must scan the market environment and analyze the product’s market positioning. More importantly, they are challenged to develop strategies for managing growth. Complexity academic level This case is intended for undergraduate students in an introductory course in marketing, management, entrepreneurship and business in general. It introduces students to key marketing concepts, such as market environment scanning, positioning, product life cycle and market growth strategy.

Correlation between higher education support and future sustainable ecopreneurship drive among Javanese-centric students

The environmental crisis has triggered green markets and eco-consciousness. Java is facing severe ecological stress. Ecopreneurship is then seen as a job creator and conservation tool. However, obstacles such as scarce resources remain among entrepreneurs. Universities play a crucial role in promoting eco-awareness and nurturing aspiring ecopreneurs. This study aims to analyze the role of three pillars of external support for education, government, and technology in self-efficacy and ecopreneurship intentions among Java Island students. This study involved 309 undergraduate (S1) students from state and private universities in Java in different specialization programs, based on the criteria, who attended and passed the entrepreneurship course program. Data analysis was conducted using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The results showed that eco-educational support was found to significantly enhance ecopreneurial self-efficacy, aligning with prior research emphasizing the importance of recognition, curriculum, industry collaboration, and business ecosystem in fostering self-efficacy. Similarly, eco-educational support positively influences ecopreneurial intention, reinforcing the significance of educational initiatives in promoting green business ventures. Governmental assistance, including financial aid and pro-environment policies, was identified as crucial in bolstering both self-efficacy and intention for ecopreneurship. Moreover, the support of information technology positively affects self-efficacy and intention, indicating its role in facilitating access to resources and fostering confidence among aspiring ecopreneurs. The study also highlighted the mediating role of self-efficacy, suggesting its importance in bridging external support with entrepreneurial intentions. Overall, the findings underscore the importance of holistic support systems in cultivating a generation of environmentally conscious entrepreneurs. AcknowledgmentThis study is funded by the Riset Kolaborasi Indonesia (Grant No. 38248/UN38.15/LK.04.00/2023) Universitas Negeri Surabaya.

Research on the Teaching Mode of Innovation and Entrepreneurship Education Courses in Colleges and Universities based on Virtual Teaching Research Section

This paper takes four colleges and universities in Heilongjiang Province, the teaching mode of innovation and entrepreneurship courses as the object of study,and uses the virtual teaching and research office as a platform to explore how to effectively integrate the links between the employment guidance courses,innovation and entrepreneurship education courses and professional education courses to improve the quality of talent cultivation in the context of the new era. With the help of modern information technology, it breaks the limitations of space,time and geography,and realizes the efficient sharing and optimal allocation of teaching resources.

Student entrepreneurship competency and mindset: examining the influence of education, role models, and gender

This research aims to explore the interplay among entrepreneurial education, role models, and gender on students' entrepreneurial competence and mindset. Using purposive sampling, 306 participants enrolled in entrepreneurship and innovation-related courses at UAEU completed an online survey. The research used statistical analyses, including Spearman's Rank Correlations, Cramer's V correlation, Mann–Whitney U, and multiple linear regression, to explore variable relationships. Findings indicate that access to entrepreneurial role models is associated with higher competence, emphasizing resource mobilization and fostering a growth mindset. Active engagement in entrepreneurship courses correlates with enhanced innovative thinking and networking. Despite gender-based disparities, statistical analysis indicates minimal impact on students' ability to generate novel business ideas. This study contributes insights to entrepreneurship education literature, offering practical implications for educators and institutions.

РАЗВИТИЕ ПРЕДПРИНИМАТЕЛЬСКИХ НАВЫКОВ УЧАЩИХСЯ КАК ФАКТОР ЭКОНОМИЧЕСКОГО РАЗВИТИЯ: СТРАТЕГИИ И МЕТОДЫ ОБУЧЕНИЯ

In the modern world, the development of entrepreneurial skills among students is becoming an increasingly important factor for economic development. Entrepreneurship stimulates innovation, contributes to the creation of new jobs and increases the competitiveness of the market. This paper discusses learning strategies and methods aimed at developing students' entrepreneurial skills. Effective strategies include creating a stimulating educational environment where students can experiment, think creatively, and put their knowledge into practice. It is also important to introduce practical entrepreneurship courses that allow students to develop planning, resource management and risk-taking skills. Teaching methods should be interactive and adapted to the needs of students. This includes gaming technologies, case studies, mentoring, and project work. Such methods allow students not only to gain theoretical knowledge, but also to apply it in practice, developing their entrepreneurial abilities.

Strengthening entrepreneur business performance for South African SMEs by integrating behavioural courses into business skills training

Skills and knowledge of business and management are essential for enterprise growth and business survival, to a point where entrepreneurs regard them as indispensable qualities desired in business management. These qualities are not the only ones necessary in business and management, as there are many determinants of business growth. However, there are numerous instances where a business enterprise fails despite its human resources having received high quality training in business skills, and sometimes even having adequate resources. The purpose of this study was to design an innovative way to incorporate attitudes and behaviour in the training of entrepreneurs to stimulate high performance. Evidence was produced to show that some small and medium enterprises (SMEs) which were on the verge of collapsing/failing can be revived by training on aspects of ‘attitude’ and ‘behaviour’. This paper demonstrated how an existing training on skills development can be improved by adding content that focuses on attitudes and behaviour to reduce their failure. The findings of this study have potential to enable business schools and colleges offering entrepreneurship courses to incorporate ‘attitude’ and ‘behaviour’ which could aid in the survival of the SMEs that are so critical for the economy of the country.

The impact of educational technologies on entrepreneurial competencies: A systematic review of empirical evidence

Researchers and educators have been exploring innovative methods in entrepreneurship education to address traditional approach failure at engaging students and developing their skills. Educational technology has shown promising results in early studies. Yet, there is a scarcity of reviews on their effectiveness in developing entrepreneurial competencies. This paper systematically reviews the empirical literature on the outcomes of educational technology used to teach entrepreneurship at higher education institutions. From an initial 316 search hits, 26 articles were selected for in-depth review. The learning outcomes were translated into entrepreneurial competencies, using the EntreComp Framework as a reference. Findings show that educational technologies, in general, positively impacted entrepreneurial competencies, especially financial & economic literacy, motivation & perseverance, and initiative taking. Gaming and simulations were the most researched, having an overall positive influence, while online learning and MOOCs showed limited and sometimes contradictory effects. The study fills the scholarly gap by connecting educational technology, entrepreneurship education, and entrepreneurial competencies. It provides a basic mapping linking each educational technology to the competencies it develops and advocates for a competency-based pedagogy in the delivery and assessment of entrepreneurship education. Educators can apply the findings and the mapping developed in this study to design and deliver entrepreneurship courses, incorporating educational technologies more insightfully and effectively in their pedagogies.

The Relationship Between The Learning Outcomes Of Entrepreneurship Courses And Student Entrepreneurial Motivation

This research is motivated because the higher the learning outcomes of entrepreneurship courses, the higher the entrepreneurial motivation of students. The purpose of this study is to describe the learning outcomes of entrepreneurship courses with the entrepreneurial motivation of Family Welfare Education students. This type of research is Descriptive Quantitative with a Correlational Approach. The research was conducted at the Department of Family Welfare, Faculty of Tourism and Hospitality, Padang State University. The student population was 314 people and the sample was 76 people using the Random Sampling Sampling Technique. The source of the research data is students of the Family Welfare Education Study Program who have taken entrepreneurship courses. Data collection techniques using Questionnaires or Questionnaires are measured using Likert Scale. Data Analysis techniques are carried out by Correlation Coefficient Analysis and Correlation Coefficient Test. The results illustrate that the Entrepreneurship Learning Outcomes of Family Welfare Education Study Program students are in the Very Good Category, namely With Praise with Frequency Results of 29 (39%), and the Entrepreneurial Motivation of Family Welfare Education Students as a whole is included in the Medium Category of 26 (35%). Based on the hypothesis test, there is positive and significant relationship between the learning outcomes of the Entrepreneurship Course and the Entrepreneurial Motivation of Family Welfare Education Students with the results of the score obtaining a significant value of 0.03.

Implementasi Pembelajaran Mata Kuliah Kewirausahaan untuk Meningkatkan Minat Mahasiswa Berwirausaha Program Studi Pendidikan Ekonomi Universitas Mulawarman

The aim of this research is to determine the implementation of learning in entrepreneurship courses to increase students' interest in entrepreneurship in the Mulawarman University Economic Education Study Program. This research is descriptive research with a qualitative approach. Data collection uses interviews. The data analysis used is data reduction, data presentation, and verification/drawing conclusions. 1). Understanding of entrepreneurship course material, where students enjoy learning entrepreneurship courses and pay enough attention when the lecturer explains the material, 2). Entrepreneurship training, where students are interested in taking part in entrepreneurship training held on campus or outside campus, 3). Dare to take risks, where students have the courage to take risks without feeling afraid of the risks that will occur, 4). Observing activities about entrepreneurship, where students only need to pay attention to tips or tricks from someone who has been successful in entrepreneurship, 5). Participate in entrepreneurial activities, where students take part in seminar activities and have been involved in the business activities of family and friends.

Micro-curriculum design of educational technology product-oriented in entrepreneurship courses

Micro-curriculum design of educational technology product-oriented in entrepreneurship courses

Facing the music: an entrepreneur’s struggle with e-commerce failure

Research methodology The case was developed in partnership with the focal entrepreneur, Michael Maher, and relies on primary data he provided. Case overview/synopsis This case is based on the experiences of Michael Maher, a Cincinnati, OH (USA)-based entrepreneur whose ecommerce business failed in 2016, largely due to a major change in Amazon’s marketplace. The case puts students in Michael’s position as this is happening. It focuses on the fact that although Michael knew, logically, that the failure was largely beyond his control, and that he “should” think about failure as a learning opportunity, emotionally and psychologically he felt terrible. The case forces students to confront this reality as they reflect on the situation and determine how Michael might best respond. The case is intended to help instructors address the often undiscussed “dark sides” of entrepreneurship, which can include financial hardship and intense stress, and also cause or exacerbate depression, substance abuse and other mental and physical health issues (Shepherd, 2019). These challenges frequently impact other involved stakeholders (e.g. family members) and, as a result, can negatively impact familial dynamics, friendships and other relationships. The goal of the case is not to discourage students from entrepreneurial activity, but to make them aware of these potential dark sides. In addition to awareness, the teaching plan is designed to provide students with tools and strategies to recognize and navigate the dark sides. Complexity academic level This case is appropriate for introductory entrepreneurship courses at the undergraduate and graduate level. It might also be used in more advanced courses focused on developing/launching a new venture (e.g. “New Venture Planning” courses). The case can be taught at any point within a given course, but it is recommended after students have developed an understanding of key entrepreneurship concepts in the focal course or in previous courses. In particular, students should have a working knowledge of the concept of “learning from failure” and other tenets of the lean startup and similar approaches (Blank, 2013; Ries, 2011). This background knowledge is important because the case confronts students with the reality that, although “learning from failure” is central to entrepreneurship, that does not necessarily eliminate the social and psychological challenges that often follow failures. Assuming students possess this background knowledge, the case is most effectively used early in a course to make students aware of the “dark sides” they might confront as an entrepreneur and set the stage for the development of strategies and skills to navigate those dark sides throughout the rest of the course. The case’s brevity means it can be assigned to be read in advance of class or during the class session in which it is being covered.

Do personality traits affect entrepreneurial intention? The mediating role of the theory of planned behavior

PurposeThe purpose of this study is to determine the factors affecting entrepreneurial intention by combining the big five personality traits with the theory of planned behavior (TPB).Design/methodology/approachThe study was conducted with the use of an online questionnaire. The sample was comprised of 257 students from the business department of a public university in Athens.FindingsThe results of this study indicated a statistically significant and positive relationship of openness, extraversion, attitude, and perceived behavioral control to entrepreneurial intention. Furthermore, there is a positive relationship of openness, conscientiousness and extraversion towards entrepreneurial intention through perceived behavioral control. Finally, the findings indicated a positive relationship of extraversion with entrepreneurial intention through attitude.Research limitations/implicationsThe findings are limited to a specific student environment and should be replicated across various university settings to reach generalizable conclusions. The sample consists of only Greek students, which is another limitation of the study. The effects of entrepreneurship education vary with different ethnic backgrounds as seen in other studies. Finally, the research did not address the issue of gender or work experience among other variables discussed in other studies.Practical implicationsSeveral practical aspects of entrepreneurial intention can be considered, including entrepreneurship education, strategic investment, government and business organizations, mentoring issues and policymaking. This research can assist in various ways, enabling educational institutions to customize entrepreneurship courses, helping students choose suitable courses, aiding policymakers in developing supportive policies, and allowing organizations to identify employees with an entrepreneurial mindset.Originality/valueAlthough the big five personality traits and the Theory of Planned Behavior have been combined in numerous fields such as behavioral economics, psychology, and health behaviors, their integration in studying entrepreneurial intention remains scant. With this approach, researchers can gain a deeper understanding of the factors that affect entrepreneurial intention.

Adaptation and growth: a start-up’s resilience in the face of crisis and preparation for the future

Research methodology The case uses secondary data. The data was collected from the company’s founder. Case overview/synopsis ParisZigzag is a media-experiential company engaging in media-related activities, such as content creation on social networks, designing and producing books and magazines, with a distinct focus on lifestyle themes. Additionally, the company organizes tours and cultural events in Paris that resonate with and enhance specific lifestyle choices or cultural identities. The company uses both online media and events as tools for advertising, allowing brands and companies to enhance their visibility among audiences. During the global health crisis, the capacity to swiftly adapt and transform proved to be a critical factor for ParisZigzag. This case study shows how a fast-growing startup could cope with an uncertain and threatening economic and health environment, in particular: 1. entrepreneurs’ reactions to crisis and the crucial role of resilience in responding quickly and constructively to crises and ensuring a startup’s survival; and 2. the significance of proactive planning for future strategies and adapting the business model to tackle forthcoming challenges. Complexity academic level This instructional case can be used in financial and managerial accounting courses and entrepreneurship courses of the graduate or undergraduate level of business programs. This case requires fundamental knowledge in accounting and management.

Factors influencing female students' entrepreneurial intention in vocational colleges: A multi-group analysis based on household income.

Female entrepreneurs have irreplaceable status and essential significance in entrepreneurship research. Improving females' entrepreneurial intentions is an important topic in this area. Accordingly, this study, based on the theory of planned behavior, investigates the factors that affect female students' entrepreneurial intention at China's vocational colleges and whether household income moderates the relationship between entrepreneurial education, attitude, competence, self-efficacy and entrepreneurial intention. 2149 females from vocational colleges in Guangdong Province, Zhejiang Province, and Jiangxi Province were randomly chosen to participate in the study. They had taken part in entrepreneurial courses throughout 2021-2022. In addition, data were analyzed by structural equation modeling partial least squares. The results demonstrate that entrepreneurial education did not directly affect female students' intentions. Entrepreneurial competence, self-efficacy, and attitude positively affect entrepreneurial intention. It is further concluded that household income significantly moderates the relationship between entrepreneurial education, attitude, competence, and intention. However, there is no significant difference in the relationship between self-efficacy and entrepreneurial intention between high and low-household-income students. While females continue to confront sexism in the workplace, it is crucial that we conduct empirical research into the factors influencing female entrepreneurial intention to boost economic growth and gender parity. This research helps bridge a gap in the prior literature and adds substantial value to encouraging female entrepreneurs.

The impact of cyber entrepreneurship education on Chinese college students’ self-efficacy and intention in cyber entrepreneurship

Purpose This paper aims to investigate the effects of four types of cyber entrepreneurship courses on entrepreneurial self-efficacy (ESE) and intention. It is based on Social Cognitive Theory and Regulatory Focus Theory, which takes Chinese college students as the research objects.Design/methodology/approachApproximately 101 senior business school students who had participated in all cyber entrepreneurship courses were selected to complete the horizontal analysis. Approximately 317 students from different grades who had participated in different cyber entrepreneurship courses were selected for the multi-group analysis (MGA) for the longitudinal comparison.Findings The results show that different cyber entrepreneurship courses may trigger Chinese students’ positive or defensive mechanisms for cyber entrepreneurship and affect their ESE and intentions. The impact of cyber entrepreneurship theoretical courses on Chinese students’ entrepreneurial intentions is not significant, and self-efficacy has no mediating effect between cyber entrepreneurial theory courses and intentions.Originality/value This study helps teachers and policymakers to better understand the impacts of cyber entrepreneurship courses and to adopt proper teaching contents and methods for diversity goals. It also has reference value in theoretical and practical perspectives.