Entrepreneurship Education Courses Research Articles

Personalized Recommendation of College Students' Innovative Entrepreneurship Education Course Content Based on Bayesian Classifier

Computer-aided technology has revolutionized product communication and promotion strategies across industries. With the advent of advanced software tools and digital platforms, businesses now have unprecedented capabilities to create immersive and interactive experiences that effectively showcase their products to consumers. From 3D modeling and rendering software to virtual and augmented reality applications, computer-aided technology enables the creation of highly realistic visualizations and simulations, allowing consumers to interact with products virtually before making purchasing decisions. the integration of Multi-Modal Feature Fusion Classification (MMFFC) computer-aided technology heralds a new era of innovation and effectiveness. MMFFC harnesses the power of multiple data sources and modalities, such as text, images, and videos, to provide a comprehensive understanding of products and consumer preferences. By fusing these diverse features through advanced machine learning algorithms, MMFFC enables businesses to create highly targeted and personalized promotional campaigns. Through sentiment analysis of textual descriptions, image recognition of product attributes, and video analytics of consumer interactions, MMFFC facilitates the generation of rich, multimedia content that resonates with customers on a deeper level. Moreover, MMFFC allows for real-time adaptation and optimization of promotional strategies based on feedback and engagement metrics, ensuring continuous improvement and relevance in an ever-evolving market landscape. The MMFFC computer-aided technology, businesses can enhance their product communication efforts, forge stronger connections with consumers, and drive sales growth in an increasingly competitive marketplace. MMFFC has demonstrated an increase in engagement rates by 20% and a conversion rate improvement of 15%, highlighting its effectiveness in elevating product communication and promotion strategies.

PENGARUH LOCUS OF CONTROL DAN PENDIDIKAN KEWIRAUSAHAAN TERHADAP MINAT BERWIRAUSAHA DI ERA SOCIETY 5.0 PADA MAHASISWA STKIP PERSADA KHATULISTIWA SINTANG

This study aims to determine locus of control and entrepreneurship education in STKIP Persada Khatulistiwa Sintang students, interest in entrepreneurship in the era of society 5.0 in STKIP Persada Khatulistiwa Sintang students, and the influence of locus of control and entrepreneurship education on interest in entrepreneurship among STKIP Persada Khatulistiwa Sintang students. The method used in this research is quantitative and the form of this research is multiple regression. The population in this study were 790 students who had taken entrepreneurship education courses. The sample used was 100 students. The results showed that locus of control in STKIP Persada Khatulistiwa Sintang students showed a probability value of 0.000001 which was smaller than the significance level of 0.05 (5%), which means it was in the low category, while entrepreneurship education in STKIP Persada Khatulistiwa Sintang students showed a probability value of 0.094144 is greater than the significance level of 0.05 (5%) which means it is in the high category. There is a significant influence of locus of control and entrepreneurship education on the interest in entrepreneurship of STKIP Persada Khatulistiwa Sintang students with r2 = 0.495454 or 49.5% and the significance level of the locus of control variable is 0.0000 <0.05 and the significance level of entrepreneurship education is 0.0003 <0.05 with the condition that tcount > ttable, namely locus of control of 4.955023 > 1.98 and entrepreneurship education of 3.797132 > 1.98. Based on the results of the study, it can be concluded that locus of control and entrepreneurship education have an effect on interest in entrepreneurship in the era of society 5.0 in STKIP Persada Khatulitiwa Sintang students.

Research on the Integrating Ideological and Political Education into Entrepreneurship Education in Higher Vocational Colleges under the Perspective of Three Complete Education

In the new period, to promote the organic integration of entrepreneurship education and ideological and political education, to build entrepreneurship education with outstanding characteristics of vocational education, and to accurately grasp the opportunity situation, is an important hand in building the pattern of ideological and political education of "Three Complete Education" (all-member, all-process, all-round education). At present, the integration of ideological and political education into entrepreneurship education of vocational college students is faced with difficulties such as the entrepreneurship curriculum to be improved, the lack of ideological and political integration, and the imperfect modern evaluation mechanism. The construction of entrepreneurship education course ideology and politics must highlight the ideological guidance, keep up with The Times to create entrepreneurship courses; deepen the educational practice, cultivate high-quality specialized teachers; embedded in the elements of nurturing, explore the teaching quality evaluation system, implement the fundamental task of moral education, and help cultivate high-quality technical and skilled talents.

An assessment of entrepreneurial skills of LIS students in Federal Polytechnic, Offa, Kwara-State, Nigeria

The study assessed the entrepreneurial skills of LIS students in Federal Polytechnic, Offa, Kwara State, Nigeria. The descriptive research survey design was used for this study. The population for the study consisted of 250 HND I and HND II students of Department Of Library and Information Science for 2021/2022 academic session. Purposive sampling technique was used since it is believed that they have completed their mandatory Industrial Training Programme and offered entrepreneurship education course for at least 5 semesters. 250 questionnaires were distributed and 236 questionnaires (representing 94.4%) were returned and found usable. Data from the study were analyzed using mean. Mean was used to answer all the research questions and decision rule for positive (agreed) response was set at mean score of 2.50 and above, while a mean score of below 2.50 set as negative and rejected. The major findings of the study included low level of entrepreneurial skills acquisition by the LIS students; out of the sixteen skills examined, they only agreed to have 4; the major challenges identified were lack of financial support to start a business, high student population among others. It was recommended that the curriculum should be reviewed and practical skills required to function effectively as an entrepreneur after graduation should be included.

Inspiration from the Innovation and Entrepreneurship Education Course of Warwick University

Inspiration from the Innovation and Entrepreneurship Education Course of Warwick University

Exploration of the Deep Integration Strategy between Innovation and Entrepreneurship Education and Applied Chemistry Major Courses

Exploration of the Deep Integration Strategy between Innovation and Entrepreneurship Education and Applied Chemistry Major Courses

Factors Affecting Adoption of Climate-smart Agriculture Practices: Evidence from Uttar Pradesh, India

The study examined the determinants of climate-smart agriculture (CSA) practices in Uttar Pradesh. The systematically collected data of 480 sampled farmers from two regions of Uttar Pradesh, namely Central and Bundelkhand, was analysed using the binary logistic regression model. A field survey was conducted in August and September 2022. Farmers belonging to the Lucknow district were having relatively higher adoption rates of CSA practices. Entrepreneurial orientation (EO), consisting of risk-taking, innovativeness, and pro-activeness, was a significant factor influencing farmers’ adoption of CSA techniques. The findings show that male farmers are more inclined to use irrigation, certified seed, crop rotation, and soil testing. Education is linked to the acceptance of certified seed and soil testing, which necessitates financial commitment from farmers. Farmers, who have improved their irrigation facilities their income increased by 11.50 per cent, while those who had tested soil before plantation, the income increased by 54.76 per cent. Therefore, research indicates that entrepreneurship training and education courses for farmers should be customised to aspects of entrepreneurial orientation, such as risk-taking, innovativeness, and proactiveness.

Research on university entrepreneurship education in the context of “mass entrepreneurship and innovation”

In recent years, mass entrepreneurship and innovation have been deeply integrated with economic and social development, which has played an important role in expanding employment and improving people’s livelihood. At the same time, innovation and entrepreneurship education and practical courses have gradually been incorporated into the compulsory courses system of colleges and universities, providing some help to solve the employment difficulties of college graduates. However, in the process of gradually strengthening entrepreneurship education in colleges and universities, there are still many shortcomings in entrepreneurship education atmosphere, management and evaluation system, curriculum system, teaching methods and teaching staff. Therefore, colleges and universities should create an entrepreneurial culture atmosphere, construct a scientific entrepreneurial education management and evaluation system, “create and integrate” with practice, and build a scientific team of teachers to improve the quality of entrepreneurial education. This paper first points out the importance of entrepreneurship education in colleges and universities based on the background of mass entrepreneurship and innovation, then summarizes the practical difficulties of entrepreneurship education in colleges and universities, and finally proposes ways to promote entrepreneurship education in colleges and universities, hoping to inspire colleges and universities to continue to carry out entrepreneurship education.

Evaluation and Analysis of the Effectiveness of University Innovation and Entrepreneurship Courses Based on Data Analysis Technology

Abstract An innovation and entrepreneurship education model centered around Timmons’ entrepreneurial process is suggested in this study after an initial analysis of applied bachelor universities, innovation and entrepreneurship education, and innovation and entrepreneurship courses. Second, a neural network with BP and an artificial neural network is used to build an assessment system for the efficiency of school innovation and entrepreneurship courses. Finally, examples were used to quantitatively study data on the approval of innovation and entrepreneurship classes and students’ graduation selections. The findings reveal that satisfaction with the innovation and entrepreneurship course may be successfully assessed using data analysis techniques because there is just a variance of 0.037 between the input assessment, with the lowest average score of 4.938 and the multidimensional experience assessment, with the highest average score of 4.975.

Addressing global challenges with compassion: The role of entrepreneurship education

Background: Entrepreneurs have the potential to play an especially important role for sustainable development, considering their very foundational character of finding solutions to problems in different creative ways. Thus, we need more entrepreneurs who are willing to address global challenges of today.Aim: This paper aims to discuss the role of compassion in entrepreneurship education, particularly within experience-based teaching.Setting: Based on a 3-week course, where students were exposed to poverty and other challenges in the Global South, the focus is on how experience-based teaching affected their compassion and motivation related to sustainability issues.Methods: This qualitative study is based on longitudinal interview data collected during a 3-week entrepreneurship education course, involving 23 master’s students from various academic disciplines. The course included a field visit to an underprivileged, rural area in India.Results: Students gained a deeper understanding of social and economic sustainability. After the field visit, they expressed stronger focus on compassion and empathy and deeper interest in working with sustainability issues. Further, they expressed an increased interest for entrepreneurship.Conclusion: The rich data collected during the process described above, gives in-depth insights on how students can develop compassion, empathy and a deeper understanding for global challenges of today.Contribution: Findings contribute to entrepreneurship literature, by highlighting the importance of compassion and empathy, and to the topic of entrepreneurship education, by discussing how students can be trained to develop these characteristics.

Research on the Construction of Innovation and Entrepreneurship Education Model System in Universities Based on Big Data Technology

Abstract This paper aims to build a system of innovation and entrepreneurship education model in colleges and universities. Focusing on the analysis of measurement variables and structural variables in SEM, the evaluation model of college innovation and entrepreneurship education is constructed under the analysis process based on the structural equation model. The path diagram of the standardized solved structural equation model of practice teaching evaluation is outputted through software correction, and the standardized weights of evaluation are determined by combining the structural equation of college innovation and entrepreneurship practice teaching quality evaluation. Apply the evaluation principles to test whether the evaluation model is reasonable. By analyzing the form of innovation and entrepreneurship teaching, the evaluation is conducted according to the structural equation formula to find out the shortcomings in practice for improvement and refinement. The results show that in the dimension of practical teaching preparation, (H1) corresponds to effect coefficients of 0.47, 0.47, 0.60 and 0.53, and the percentages of students who receive innovation and entrepreneurship education courses very systematically are 3.5%, 5%, 6% and 9%. Most of the students were very satisfied and satisfied with the innovation and entrepreneurship courses, with 45% and 40%.

Creating Shared Value in Banking by Offering Entrepreneurship Education to Female Entrepreneurs

Apart from less entrepreneur-friendly banking services, a lack of entrepreneurial qualities in entrepreneurs makes entrepreneurship challenging. As a result, banking experiences difficulties in accessing entrepreneurs as customers. Creating shared value (CSV) is a model for business that overcomes these socioeconomic challenges by converting social issues into three pillars: reconceiving markets and products, redefining value chains, and developing local clusters. Banking has a conservative business model in which it is difficult to simultaneously achieve the above three pillars of CSV for the three dimensions of banking, i.e., client prosperity, regional economic growth, and solutions to financial problems. This study investigated the key to the simultaneous achievement of the three pillars of CSV by aligning social issues with the value chain. We conducted a qualitative case study of City Alo in Bangladesh, a female-centered banking segment of City Bank, that offers a university-collaborated entrepreneurship education course as well as small and medium enterprise banking products to female entrepreneurs. The findings indicate that in CSV of banking, entrepreneurs are the source of economic growth and entrepreneurship education promotes client prosperity. Therefore, entrepreneurs overcome entrepreneurship barriers to achieve success in their field and the bank becomes more active by accessing many entrepreneurs as customers.

Research on the influence factors of innovation and entrepreneurship education based on neural network model

Abstract This paper selects the evaluation indexes that fit with the teaching mode and evaluation objectives of university innovation and entrepreneurship education in the new media environment. The limitations of the existing evaluation indexes are analyzed and combined with the characteristics of students’ physical and mental development and cognitive level; the indexes are screened and integrated, and a new evaluation system is constructed. Based on the improved particle swarm algorithm, the BP neural network is optimized to establish the evaluation model of students’ innovation ability and improve the defects of the particle swarm algorithm, covering the selection of the network topology, the number of neurons in each layer, the setting of the parameters of the improved particle swarm algorithm, and the dynamic adjustment of the weights and thresholds, so as to build the evaluation model. Analyzing the influencing factors of college innovation and entrepreneurship education in terms of college factors and individual factors, 45.7% of students want college innovation and entrepreneurship education courses to focus on entrepreneurial opportunities or environment analysis in the teaching process, 41.4% of students feel average in terms of teaching resources, and more than 50% of college students are conservative in the direction of employment or entrepreneurship in terms of personal factors. Comprehensive analysis shows that the influencing factors, such as inflexible teaching methods, unsound curriculum systems, imperfect practice platforms, and college students’ own ideological awareness, are very significant and worth noting.

Exploring the influence of entrepreneurial identity on students’ choice between entrepreneurship courses and university-based incubators

Purpose The purpose of this study is to answer the following questions. What kind of entrepreneurial identities do students have that motivate them to choose either of the entrepreneurship course and university-based incubator? How do students involve in the entrepreneurship ecosystem at university based on their entrepreneurial identity? Design/methodology/approach For this study, the author began to gather information using previous knowledge and any aspect of a work, namely, from the literature review to represent interpretive syntheses of the meaning-making literature review addressing the research question. Findings This study suggests what happens to entrepreneur students from academia and the reason that they end up in one of the two aforementioned paradigms. This paper aims to underpin the issue of how various entrepreneurial identities of students cause substantial contributing factors in forming such entrepreneurial activities at university and throughout the entire innovation ecosystem. Research limitations/implications Almost all of the content of the entrepreneurship education (EE) courses and incubator training is oriented towards consensual entrepreneurship methods, in accordance with entrepreneurship education. Although the core contents of the EE courses and university-based incubators’ training are the same, the outcomes are quite different. Originality/value This study considers the students’ entrepreneurial identities with a focus on their point of view that led them to end up in one of the two common entrepreneurship resources at universities: the EE course and entrepreneurial activities related to university-based incubators.

The Situation of Innovative Entrepreneurship Courses Promoted by Technological Colleges and Universities in Taiwan and Recommendations

Babson College has become a model for the advancement of entrepreneurship education in the United States. Its personalized entrepreneurship education programs foster entrepreneurial elites, making it a model for Taiwan’s entrepreneurship education development. Its personalized entrepreneurship education programs foster entrepreneurial elites, making it a model for Taiwan’s entrepreneurship education development.Additionally, Taiwan has incorporated and adapted a series of entrepreneurship education courses. In recent years, the government has promoted practical projects and simulation entrepreneurial competitions aggressively. The entrepreneurial theories and practical experiences are combined to provide more comprehensive and structured learning courses for entrepreneurial students. In the contemporary social environment, innovation and entrepreneurship have become vital economic engines. Consequently, it is crucial to cultivate entrepreneurialism and entrepreneurial skills in students. Students and faculty in Taiwan’s higher education system have access to a plethora of excellent learning platforms where they can acquire a vast array of practical knowledge and skills. In entrepreneurship education, schools therefore adopt Babson College’s methodology and planning. In Taiwanese courses, the current situation is reviewed and related feedback opinions are collected in order to strengthen the prior knowledge of students and increase their employment competitiveness, thereby serving as the link between the self-awareness of students and their understanding of themselves.

A Critical Review of the Demola Framework and Its Applicability in a Low-Income Economy: A Case Study of The Gambia

This paper critically reviews the appropriateness of the Demola Framework for adoption in a low-level income country. According to the World Bank, Low-income countries are developing countries with emerging markets or newly industrialized countries (Abubakar et al., 2019). The Demola framework has been developed and used in some European countries such as Finland, Germany, and Spain as a curriculum delivery approach for entrepreneurship education courses (De Carolis, 2019). The framework has been widely used in bridging the gap between the academia and industry, for example in an impact study conducted in Finland, it was established that due to the frameworks’ responsiveness to building synergies between students and industry, 7 polytechnics and other universities have adopted it as part of their curricula delivery approach (Catalá-Pérez et al., 2020). Based on these, its concepts are being tested in The Gambia, a country in West Africa where for the first time in the tertiary and higher education sector, a new policy decision has been rolled out to embed entrepreneurship training as part of the science, technology, and engineering education programme. This programme forms the first stage of a national development initiative to transform one of the public technical training institutions into a University of Applied Science Engineering and Technology that will be entrepreneurial and will be producing business minded graduates.

English Language Skills and Becoming a Global Entrepreneur: Lessons for Entrepreneurship Education

This paper discusses the results of a case study that focused on the importance of English language skills in helping students become global entrepreneurs. A critical element that is often missing in courses on Entrepreneurship Education is the inclusion of the language component that helps build oral English proficiency. In the entrepreneurship education courses, the importance of teaching English skills to prepare students to become global entrepreneurs is seldom instilled among students—an especially crucial aspect when teaching students for whom English is a second or foreign language—as it would not only motivate them to use English more, but also help them overcome their challenges in using English. By using an online survey and focus group discussions, this study obtained the views of 177 undergraduate students of an Entrepreneurship Education course conducted by the Faculty of Economics of a Malaysian public university. The attitudes of the students towards using English for entrepreneurship and the challenges they faced in doing so are highlighted, and implications are drawn for teaching English in entrepreneurship courses.

Content Analysis Of Entrepreneurship Semester Learning Plan (Rps) Versus Character Education And Professional Ethics In The Heavy Equipment Engineering Study Program Of Padang State Polytechnic

The study aims to compare the content of the Semester Learning Plan (RPS) of the Entrepreneurship and Character Education and Professional Ethics courses in the Heavy Equipment Study Program of the Padang State Polytechnic. This research is qualitative and based on the concept of "logic-hypothetic-verification". The analysis was carried out based on theoretical studies and content analysis of the two RPS and obtained a correlation between the two. The results of the study found that there is a strong relationship between RPS Entrepreneurship and RPS Character Education and Professional Ethics. Based on research, it is recommended that the two courses can be combined so that they become one new course under the name Entrepreneurship Character Education so that the learning objectives do not overlap so that the educational process is more economical so that the implementation of learning activities is more effective and efficient.

Research on the practice of innovation and entrepreneurship education in universities under the environment of big data

Abstract Entrepreneurship education is an educational concept and teaching mode which is formed in socio-economic development. Universal entrepreneurship education has both the long-term value of realizing the transformation and upgrading of industrial structure and the practical value of alleviating the employment problem of college students. Therefore, how establishing the innovation and entrepreneurship education model in higher education under the environment of big data analysis is a major issue at present and also a key element to achieving the construction goal of modern higher education. In this paper, the entrepreneurship data of colleges and universities are deeply mined by association rules of the Apriori algorithm and clustering analysis of the FCM algorithm. As a result, an entrepreneurship education model is established and practiced in university classrooms. According to the results of the survey after the practice of the entrepreneurship education model, it can be seen that the number of students’ participation in innovation and entrepreneurship lectures has increased, and the proportion reached 50%. Innovation and entrepreneurship clubs formed on campus and discipline competitions accounted for 16.00% and 18.00%, respectively. College students’ motivations for learning innovation and entrepreneurship education courses are mainly ability enhancement, interest-driven, credit demand, future planning, and influence of others, and they account for 34.00%, 26.00%, 21.00%, 14.00%, and 5.00%, in that order. These indicate that the current group of college students considers the pursuit of knowledge and the improvement of their abilities as the main reasons for undertaking entrepreneurial learning activities. After practicing the entrepreneurship education model, people have increased their knowledge of entrepreneurship theory and are more willing to participate in various entrepreneurial activities.

중국 대학생의 위험감수성과 성격5요인의 창업의도에 미치는 영향 창업교육의 조절효과

Purpose - Due to the outbreak and spread of COVID-19, companies have reduced their hiring needs in the short term, reducing employment opportunities for most university students and putting pressure on their employment since 2019. This study aims to improve university students' employment options and increase the possibility of entrepreneurship.
 Design/methodology/approach - In this study, a research survey is conducted on 4-year Chinese university students who have received entrepreneurship education courses, and statistical tests are conducted using SPSS 26.0 and PROCESS 3.3 model 1. The main focus of the study is on the effects of risk perception and five personality factors on entrepreneurial intentions of Chinese university students and the effect of entrepreneurship education on the moderation of entrepreneurial intentions.
 Findings - The results of the study show that the risk perception of Chinese university students have a significant effect on the will to start a business. Five personality factors have a significant effect on entrepreneurial intentions. Entrepreneurship education has a moderating role in the relationship between risk perception and entrepreneurial intention, and the entrepreneurship education support has a moderating role in the relationship between the influence of five personality factors and entrepreneurial intentions.
 Research implications or Originality - The results of the study reveal that Chinese university students' exposure to entrepreneurship education support positively influenced entrepreneurial intentions. Such results imply that university students gain information and knowledge related to entrepreneurship through the entrepreneurship education support, which leads to positive perceptions and motivation towards entrepreneurship.