Entrepreneurship Curriculum Research Articles

Construction of an Universal Innovation and Entrepreneurship Curriculum Teaching System Based on the Concept of Digital OBE

Construction of an Universal Innovation and Entrepreneurship Curriculum Teaching System Based on the Concept of Digital OBE

Best of entrepreneurship education? A curriculum analysis of the highest-ranking entrepreneurship MBA programs

Entrepreneurship education has gained widespread attention in both education practice and research over the past three decades. However, whereas research has a strong focus on its effects and many normative concepts exist, little is known about how entrepreneurship is actually taught. To address this research gap, we conduct a curriculum analysis of the 50 best programs in entrepreneurship, according to the 2018 Financial Times ranking “Top MBAs for Entrepreneurship 2018”. In particular, we examine their objectives, learning contents and teaching as well as assessment methods as four major dimensions of a graduate entrepreneurship curriculum. The results show that the programs are primarily business and management programs, with a comparatively small share of entrepreneurship itself. Entrepreneurship-specific goals are entrepreneurial attitudes and competences, such as entrepreneurial leadership, entrepreneurial mindset, entrepreneurial skills, opportunity creation, opportunity identification, and transforming uncertainty into opportunity. The learning contents also focus on business, management, and law, whereas the contents relating to entrepreneurship include entrepreneurial failure, entrepreneurial management, entrepreneurial thinking, and entrepreneurship in general. Teaching methods are mainly the ones usually found in higher education, with business plans and prototyping as additional entrepreneurial ones. Assessment methods do not differ from those in business and management education.

Students' career interests and entrepreneurship education in a developing country

PurposeStudents' career choices and programmes of study are perceived to influence student understanding of many courses. Yet, research attention is limited on entrepreneurship education that is a panacea for unemployment. Thus, this paper aims to assess the influence of students' career interests on students' comprehension of the entrepreneurship curriculum from a developing economy perspective.Design/methodology/approachThe study adopts a mixed-method approach and explanatory sequential design is used to collect the data from 575 student studying entrepreneurship course in Ghana.FindingsThe results show that there is no statistically significant relationship between students' career interests and students' comprehension levels in concepts taught in the entrepreneurship curriculum but a statistically significant relationship between students' programme of study and students' comprehension levels in concepts taught in the entrepreneurship curriculum in Ghanaian universities.Practical implicationsThe findings imply that the entrepreneurship course should be taught practically. This can be accomplished by creating a virtual enterprise modelled after a successful enterprise. This will help students understand the concepts being taught. Second, students who study different programmes should be taught using different methods. Lastly, students who study non-business-related programmes should be taught using methods that emphasise the basic ideas to aid students' understanding.Originality/valueThis study has made significant contribution by successful adopting the Piaget's cognitive constructivism to the learning of entrepreneurship from a developing country perspective and establish that no statistical relationship exist between students' career interests and students' comprehension levels in entrepreneurship education.

Designing an entrepreneurial curriculum model for the second secondary level

Designing an entrepreneurial curriculum model for the second secondary level

The Influence of Personality, Entrepreneurship Curriculum, Entrepreneurship Knowledge, and Attitude on Entrepreneurship Intention with Social Support as Mediation

The purpose of this research was to analyse the influence of student’s personality, entrepreneurship curriculum, entrepreneurship knowledge, and student’s attitude on entrepreneurship intentions of FE Unesa management department students with social support as mediator. This research was descriptive quantitative using structural equation model (SEM). This research was conducted in Faculty of Economics, State University of Surabaya (Unesa). The approach and design in this study examined the variables of personality, entrepreneurship curriculum, entrepreneurship knowledge, attitude, social support and entrepreneurship intention in the students of class of 2012 in the Department of Management of Faculty of Economics, Unesa. The population in this study was all students who were active in the Department of Management of Faculty of Economics of Unesa, in the class of 2012. Partially, personality, entrepreneurship curriculum, and entrepreneurship knowledge had influence to social support, and entrepreneurship intention to the students of class of 2012 in the Department of Management of Faculty of Economics of Unesa. This research was a small part of previous studies on entrepreneurial intentions in students. The entrepreneurship intention of a student while they were still a student and after graduation had been studied previously, influenced by the personality variable. Other studies also showed the entrepreneurial intentions of a student influenced the role of entrepreneurial learning on campus, both formally and in the form of courses. The originality of this research is the use of social support as the mediation variable.

Entrepreneurship education programmes research in Russia: Stakeholder expectations and university practice

Introduction. Entrepreneurial education, as an area of educational practice in higher education, is a relatively new area of activity for Russian universities. In this area, due to the special dynamics of development and transformation, especially in a pandemic, there is the most significant gap between the competencies formed by universities and in demand on the labour market. The rationale for the research stemmed from two major trends in the economy and society: industry demand for workforce with greater enterprise skills, at the same time a new generation, generation Z, seeks more flexible and more fulfilling career path. Therefore, to address these trends, universities have to diversify the skill set included in the academic curriculum.Aim. This study is aimed at studying the problems of interaction between universities and their stakeholders in curricula improvement.Methodology and research methods. Taken into consideration the regulatory nature of the curricula design in Russian Higher Education Institutions (HEIs) a two-step strategy has been adopted for this research. The first step was a concern with meta-analysis of the competencies outlined in Federal State Educational Standard (FSES) in Management through the lens of entrepreneurial competencies. The second step was to investigate inclusion of soft skills in entrepreneurship curricula in across Russian HEIs. To address the objective of research, descriptive statistics and non-parametric Mann-Whitney U-test were applied.Results. The research findings suggest in the environment where the degree programmes have to comply with set Governmental standards, curricula in entrepreneurship struggle to develop essential soft entrepreneurial skills. Most of the analysed curricula are heavily loaded with hard and cognitive skills. Even though the government proclaims a need for innovative development of the nation, creative and innovative thinking is not mentioned either in the FSES nor analysed curricula. The research findings also led to a surprising conclusion that very few core ‘business’ modules include the development of social or action-oriented skills in their learning outcomes.Scientific novelty. The scientific novelty of this study lies in the fact that for the first time the problems of ensuring the development of soft skills in entrepreneurial education in Russia have been studied.Practical significance. The results of the study will find their application in the design of entrepreneurial curricula to achieve the necessary balance of competencies in them.

Alertness, self-efficacy, and intention: Mediating effects encouraging students entrepreneurship behavior

This study examined the interaction of alertness, self-efficacy, and intention in entrepreneurial behavior. This research departed from the efforts of educational institutions to produce graduates with entrepreneurial profiles. Data was collected through questionnaires distributed to 530 respondents who had taken sharia entrepreneurship classes at a university in Indonesia. The results showed that education positively affected students' alerts and self-efficacy. Alertness and subsequent self-efficacy also positively impact entrepreneurial intention and behavior. Next, the entrepreneurial intention has a positive effect on entrepreneurial behavior. Contradictory findings show entrepreneurship education does not significantly impact entrepreneurial intention, self-efficacy, and behavior. The indirect effect found that the mediating role of alertness, self-efficacy, and purpose could fully bridge the relationship between education and entrepreneurial behavior. The results implied the importance of alertness, self-efficacy, and intention to promote entrepreneurial behavior in educational institutions. The study results highlighted an important message for universities and schools to put more effort into students' self-efficacy, vigilance, and personal intention to maximize learning activities on campus. The action can support the efforts of educational institutions through the entrepreneurship curriculum to increase the profile of alums as entrepreneurs.

Evaluating Higher Education Curriculum Framework and Inhibitions for Entrepreneurial Intentions

The call on Universities to produce entrepreneurial-minded graduate entrepreneurs called for the development of the Entrepreneurial Curriculum Framework for Higher Education to enhance Entrepreneurial Intentions (EIs) and evaluation of factors that inhibit intentions. We evaluated factors inhibiting EIs and investigated Curriculum Framework for Higher Education that enhances intentions. A total of 385 and 165 Students and Faculty participated in the survey in 2018 and 2020 respectively. Qualitative and Quantitative approaches were adopted in data collection. Demographic and 5-point Likert scale type of questions were sufficiently asked and analyzed using SPSS, EXCEL, and Smart PLS-SEM software. Research limitations included time constraints, low response rate, and lack of modern software for analysis. Startup Capital and Risk Taking propensity ranked higher as inhibiting factors to EIs. Outcomes, Pedagogy, Assessment, and Audience of Curriculum Framework impacted EIs but Planning Competencies, Context, Content, and Objective of curriculum Framework did not. Longitudinal research for actual job creation by Students and Faculty after graduation is recommended for future study.

Designing Cluster Development-based Entrepreneurial School Model in Tourism Sector for Vocational High School

This study aimed at obtaining the design of an entrepreneurial school model for vocational high school based on an effective cluster development in tourism sector to strengthen the competitiveness of vocational high school graduates. This study applied research and development procedures and design based research (DBR) models which were integrated with constructivistic design principles. The procedures involve evaluation and determination of regional supremacy as a leading commodity / industry; development of design and product model for entrepreneurial school cluster-based model; and a reflection and experimental process to get the final product model. The collection of data on developing process was taken through in-depth interviews and focus group discussions (FGD) in schools, governments, industrial world groups, and other stakeholders. In addition, the questionnaire was also used to get the feasibility of the design by involving experts in the areas of tourism, economy, education, and development. The overall data were then analyzed qualitatively. The components of the entrepreneurial school model produced involve audience, content, procedures, and evaluations. The design produced learning outcomes, an integrated entrepreneurial curriculum, standardized documents and standard operational procedures, entrepreneurship school management modules. The expert analytical test shows that the overall design and product model are very good.

Entrepreneurship a Misguided Quest: A Higher Education Review

Following a successful integration of entrepreneurship into the content-based curricula and the eventual significant growth of Asian economy, Uganda, through its universities joined the movement. The intention was to boost Uganda’s economy to a level of generating sufficient jobs, increased incomes, and improved goods and services. While this is a truism, the effectiveness of this intervention is still undergoing empirical testing. This study delved into the effectiveness of this strategy while using Kampala International University (KIU) and Nkumba University (NKU) as study samples. Utilizing a mixed-method explanatory sequential design, numerical data were collected first from 74 undergraduates, followed by interviews with 10 key informants. Results indicated that teaching methods significantly and positively affected students’ intended learning outcomes (ILOs) in entrepreneurship since the p. value (≤ 0.001) was below the margin of error (0.05) which was the minimum level of probability required in this study to declare statistical significance. But of the three parameters of X, the lecture method did not statistically impact the achievement of ILOs (Sig value = 0.489 > 0.05). In addition, although the interview responses recognised the importance of a balanced entrepreneurship curriculum in predicting students’ ILOs, the numerical data did not indicate any statistical significance (adjusted r2 = 0.254). Lastly, teacher quality as part of the predictor variables had a positive and significant impact on the achievement of ILOs in entrepreneurship (adjusted r2 0.452), but of the three sub-variables of teacher quality, content mastery and professionalism had a weak impact (Sig. 0.148 > 0.05 & Sig. 0.093 > 0.05).

Impact of entrepreneurial curriculum on entrepreneurial competencies among students: The mediating role of the campus learning environment in higher education.

This study explored the direct and indirect influences of the entrepreneurial curriculum on entrepreneurial competencies, using the campus learning environment as a mediator. In this study, a survey questionnaire composed of 48 items was used to collect data on the entrepreneurial curriculum, entrepreneurial competencies, and campus learning environment from pre-service vocational teachers enrolled in six universities located in Hunan Province, China. The entrepreneurial curriculum has four components, namely, curriculum content, curriculum material, teaching strategies, and feedback and assessment. Partial least squares structural equation modeling was used through SmartPLS 3.3.3 to measure the effects. The curriculum content has a direct, significant, and positive influence on entrepreneurial competencies. For the indirect influence, all four dimensions of the entrepreneurial curriculum influenced the campus learning environment, which, in turn, was positively associated with entrepreneurial competencies. The campus learning environment was therefore revealed to play a mediating role between the entrepreneurial curriculum and entrepreneurial competencies. The study explored that effective entrepreneurial curriculum delivery and campus learning environment are helpful for developing entrepreneurial competencies among the pre-service vocational teachers. Universities should take initiatives to update the entrepreneurial curriculum and create a conducive campus learning environment that brings a positive change to develop entrepreneurial competencies among their students. Moreover, practical implications and future research directions are also discussed in this article.

The Entrepreneurship Curriculum Development and Implementation from Tarumanegara University to Students of SMK Triguna, South Jakarta, Indonesia

It is essential in obtaining and developing a business so as to increase company profits to ensure the sustainability of the next business world. Business is usually identified with obtaining the maximum profit or as much as possible so as to be able to continue to develop the business world that is occupied. The concept of selling itself is not only focused on selling goods and services. The new concept emphasized the ability of business actors to meet consumer needs so that they can achieve a good level of customer satisfaction. Therefore, it takes the ability, knowledge, motivation, confidence, and skills needed to achieve the goals of the business world. The educational model was chosen during the implementation of Inquiry Learning and Problem Based Learning. The students were carried out in 1 hour 15 minutes to understand the mathematical model of the business world forecasting, and there were games and questions and answers. Management skills should also be obtained from mathematical analysis of a simple framework or problem. From this introduction to consumer needs, a conclusion can be drawn to understand existing customer demand patterns. This can develop business startups to capture patterns of customer demand in meeting customer satisfaction.

A Study on Entrepreneurship Education in Western Countries: Retrospectives on Entrepreneurship Curricula and Instructions

Unemployment is now a major problem that must be resolved immediately. The unemployment rate in Indonesia is higher than in western countries. This is because the number of entrepreneurs in Indonesia is still deficient. This study is conducted to synthetically analyze the empirical experiences of enhancing entrepreneurship in Western countries. This further understanding will be transformed and applied to Indonesian universities and societies. This study uses literature analysis approaches to find references to relevant theory with the hope that researchers can in-depth understand the experiences and the significant factors facilitating entrepreneurship in Western countries. At the end of the study, the authors conclude that the success of entrepreneurship in western countries is due to central government support for entrepreneurship. Therefore, the success of entrepreneurship in western countries that can be applied in Indonesia, such as (1) the Indonesian government must endeavor to oblige all universities in Indonesia to provide entrepreneurship classes, (2) promote entrepreneurship education and make entrepreneurship a priority, (3) implementing entrepreneurship in educational curricula at all levels, starting with preschool. , (4) providing educational scholarship facilities for economic and business actors to become entrepreneurs, (5) providing (people's business credit) with low interest for business.

Impact of Entrepreneurship Knowledge Literacy Curriculum on College Graduates’ Sustainable Entrepreneurial Competence Based on Entrepreneurial Learning Theory

For promoting innovation-driven strategies and accelerating economic development and reform, initiative of mass entrepreneurship and innovation in china is started in September 2014. College students are an important force in promoting the initiative. However, according to the 2019 Employment Report on Chinese College Students, only 1.8 percent of college graduates in 2018 started their businesses and the success rate was even lower because of lacking entrepreneurial competence. This paper aims to arouse the attention of government institutions, universities, teachers, and college students to entrepreneurship curriculum by exploring the relationship of entrepreneurship knowledge literacy curriculum on college graduates' entrepreneurial competence. This study collected 400 data by surveying senior students in typical experience universities and used AMOS23.0 and SPSS26.0 as data analysis tools. Results demonstrated that entrepreneurship knowledge literacy curriculums directly and significantly affect college students’ entrepreneurial competence and entrepreneurial self-efficacy has the mediating effect. However, entrepreneurship knowledge literacy curriculums do not affect entrepreneurial skills competence. This study suggests that typical experience universities of innovation and entrepreneurship should appropriately increase entrepreneurship practice curriculums to cultivate college students’ entrepreneurial skill competence.

Program Keusahawanan dan Prospek Kerjaya Pilihan Mahasiswa: Kajian di UKM

This study aims to explore the pattern of career choice among students who have gone through various entrepreneurship programs at Universiti Kebangsaan Malaysia. This study used primary data involving 369 final year students of the 2013/2016 cohort from seven faculties. This descriptive study used a questionnaire as its instrument. Although there are several entrepreneurship programs with university compulsory status, faculty compulsory, compulsory program and residential college compulsory, the findings of the study show that students ’career choice patterns are more inclined towards salaried work, further education, and finally entrepreneurship. The findings of the study are expected because the respondents are a pilot cohort of entrepreneurship programs in universities where the entrepreneurship curriculum is still in its early stages and the pedagogy of teaching and learning still needs a lot of improvement. The clusters of students who showed the highest interest in entrepreneurial prospects were from the Faculty of Built Environment Engineering, the Faculty of Economics and Management, and the Faculty of Education. The implications of the study to be discussed are referring to the management and administration of programs and courses.

Manajemen Integrasi Kurikulum pada MA Al-Mumtaz Gunungkidul Daerah Istimewa Yogyakarta

The low quality of human resources and inadequate facilities in madrasas are new problems for educational institutions based on an integrated curriculum. If these conditions continue to be allowed, then the goals of Islamic education will experience obstacles. This qualitative research was conducted to analyze the integrated curriculum management, as well as the strengths and weaknesses of its implementation at MA Al-Mumtaz Gunungkidul Special Region of Yogyakarta. Based on reliable sources of document data and sources, through observation, documentation, and in-depth interviews, inductive analysis was carried out to find meaningful final findings of research results. The results show that at MA Al-Mumtaz, 3 integrated curricula have been implemented, namely, the National curriculum, the Islamic Boarding School curriculum, and the Entrepreneurship curriculum. Management principles are also implemented, starting from curriculum planning by the Pondok Pesantren component at the beginning of each new school year. The implementation of the curriculum is assigned to the coordinators of the education sub-section with its members to students. The implementation of the curriculum is based on the autonomy of the foundation, an integrated curriculum system, a curriculum modification system, and the primacy of affective assessment. Supervision is carried out at the beginning, middle, and end of the school year. Its strengths are the one-way command system, the creation of independent human resources, and the consistency of regulations at MA Al-Mumtaz. Meanwhile, its weaknesses are found in organizing educators and education personnel, as well as community acceptance.

Relationship Between Entrepreneurship Education Curriculum and Agricultural Students' Satisfaction in China.

Developing agriculture is an important way to get rid of poverty and boost economic development. Entrepreneurship, especially entrepreneurship education, is considered to be an important contributor to the realization of the above objectives. Entrepreneurship education has received more and more attention. Improving the entrepreneurial willingness and skills of agricultural students is of great significance to the economic and social development of developing countries. In order to explore the relationship between entrepreneurship education curricula and satisfaction, especially the agricultural students, we conducted a questionnaire survey in 35 universities across the country between 2018 and 2019 to evaluate the entrepreneurship education of agricultural students in Chinese universities. And 1223 valid questionnaires with 7 interviews were obtained. Furthermore, we used the structural equation model to empirically analyze the questionnaire data and found that entrepreneurship practice plays a part in the mediating effect between entrepreneurship curriculum and satisfaction with entrepreneurship education. This paper expands literature on entrepreneurship education and has certain reference significance for training a large number of agricultural entrepreneurial talents the practice of entrepreneurship education in other developing countries.

Building Student Entrepreneurship Activities Through the Synergy of the University Entrepreneurship Ecosystem

Student entrepreneurship activities can be a driving force for the emergence of young entrepreneurs. Therefore, universities are making efforts to equip their students with the requisite entrepreneurial knowledge and skills for a conducive university entrepreneurial ecosystem. The present study employs a quantitative approach and survey-type research. The research method uses the explanatory method with research objects, including the internal environment of the institution, external environmental support, student entrepreneurial orientation, student entrepreneurial intentions, and student entrepreneurial activities. Data were collected through online questionnaires, which were randomly distributed to 456 students of 7 state universities and 11 private universities across Java and Sumatra, Indonesia. Descriptive and multivariate data analyses with a structural equation model was carried out using the IBM SPSS Amos 20.0 software. The study has propounded a research novelty called Entrepreneurship Eclectic Education, which combines several techniques, designs, and methods that have been proven valid, reliable, and feasible for adoption in universities. Such novelty is likely to trigger student performance in their entrepreneurial activities in the university's entrepreneurial ecosystem. This is realized through a synergy between the internal and external environment of the institution that can foster an entrepreneurial orientation and then trigger students' entrepreneurial intentions, which leads to the creation of student entrepreneurial activities. This study offers valuable recommendations for higher education decision-makers to re-orient the entrepreneurship curriculum and create a conducive university entrepreneurship ecosystem.

Mediation roles of pedagogical approaches and personality traits in entrepreneurial curriculum design and entrepreneurial intention nexus

Planned behaviour theory was used in a path analysis modelling to investigate the serial mediation role of teaching methods and personality traits (locus of control, need for achievement and entrepreneurial attitude) in the relationship between entrepreneurship curriculum and entrepreneurial intention among university students in Ghana. A proposed 40-item instrument was used to measure outcomes for six constructs (3 personality trait constructs, entrepreneurship curriculum, teaching methods and entrepreneurial intention) for 324 participants. Acceptable convergent, divergent and construct validity scores were observed for the instrument. Teaching methods fully mediated the first-order relationships between entrepreneurial curriculum and each personality traits. The three constructs of personality traits parallelly mediated the second-order relationship between teaching methods and entrepreneurial intention. Teaching methods and each personality trait serially mediated the relationship between entrepreneurial curriculum and entrepreneurial intention. This empirical evidence provides insight into the design of pragmatic interventions by major stakeholders including entrepreneurship educators to inspire students into start-up activities

Assessment Of Entrepreneurship Education As A Tool For Self-Reliance In Colleges Of Education In Adamawa State, Nigeria

The study assessed entrepreneurship education as a tool for self-reliance in Colleges of Education in Adamawa state, Nigeria. It specifically determined the extent to which entrepreneurship education promote educational development, adequacy of resources and identified the constraints facing teaching and learning of entrepreneurship education. Multi-stage random sampling technique was used to sample the respondents in the college of education, where a sampled 106 was drawn. The data obtained were analyzed using mean, standard deviation, rating and lickrt scale. The results revealed that entrepreneurship education encourages students to join businesses (mean score =.62), promotes economic development (mean score =.58) and self-reliance (mean score =4.55). it further revealed that there were inadequate staff (mean score =1.23) teaching environment (mean score =1.19) and materials for learning were inadequate (mean score =1.24). the major constraints facing teaching and learning of entrepreneurship education were inadequate materials for learning (mean score =2.82), skilled personals (mean score =2.78) poor remunerative to staff concern (mean score =2.67) and poor funding (mean score =2.63) it was concluded that education focuses on the overall development of students and the entrepreneurial curriculum system lays the foundation for the overall improvement of students and the entrepreneurial ability. The study recommended both governmental and non-governmental organizations should provide support to the institutions through the provision of funds, facilities and equipment and internship /houseman ship after graduation in entrepreneurship course as students’ industrial work experience scheme programme for all students should be made