Framework For Entrepreneurship Education Research Articles

Designing a framework for entrepreneurship education in Chinese higher education: a theoretical exploration and empirical case study

Entrepreneurship education (EE) has rapidly evolved within higher education and has emerged as a pivotal mechanism for cultivating innovative and entrepreneurial talent. In China, while EE has made positive strides, it still faces a series of practical challenges. These issues cannot be effectively addressed solely through the efforts of universities. Based on the triple helix (TH) theory, this study delves into the unified objectives and practical content of EE in Chinese higher education. Through a comprehensive literature review on EE, coupled with educational objectives, planned behavior, and entrepreneurship process theories, this study introduces the 4H objective model of EE. 4H stands for Head (mindset), Hand (skill), Heart (attitude), and Help (support). Additionally, the research extends to a corresponding content model that encompasses entrepreneurial learning, entrepreneurial practice, startup services, and the entrepreneurial climate as tools for achieving the objectives. Based on a single-case approach, this study empirically explores the application of the content model at T-University. Furthermore, this paper elucidates how the university plays a role through the comprehensive development of entrepreneurial learning, practices, services, and climate in nurturing numerous entrepreneurs and facilitating the flourishing of the regional entrepreneurial ecosystem. This paper provides important contributions in its application of TH theory to develop EE within the Chinese context, and it provides clear guidance by elucidating the core objectives and practical content of EE. The proposed conceptual framework serves not only as a guiding tool but also as a crucial conduit for fostering the collaborative development of the EE ecosystem. To enhance the robustness of the framework, this study advocates strengthening empirical research on TH theory through multiple and comparative case studies.

Based on an entrepreneurship education framework: what are expectations for engineering entrepreneurship education in Hong Kong?

ABSTRACT Awareness and interest in engineering entrepreneurship education has been steadily increasing, yet questions remain on what should be taught. There is a need for research to examine the impact of engineering entrepreneurship education with reference to existing theory and research, and from perspectives of different stakeholders. This study investigates the expectations and perspectives of multiple stakeholders towards learning outcomes in engineering entrepreneurship education, mainly including students from first and final years of higher education, along with educators and industry professionals. A survey instrument was adopted to investigate student expectations towards engineering entrepreneurship education learning outcomes. The quantitative phase offered preliminary findings to support the next phase of individual interviews with students, educators, and professionals from the engineering industry. Findings revealed diverse expectations, needs and preferences across individuals and stakeholder groups. Implications are offered for curriculum design and implementation of teaching and learning practices in this field.

Advancing Entrepreneurship Education: An Integrated Approach to Empowering Future Innovators

Entrepreneurship plays a central role in driving economic growth and fostering innovation worldwide. As the business landscape becomes increasingly dynamic and competitive, the need for effective entrepreneurship education has never been more critical. This paper presents an integrated framework for entrepreneurship education that addresses the limitations of traditional approaches and aims to equip aspiring entrepreneurs with the necessary mindset, skills, and ecosystem engagement to thrive in the ever-evolving entrepreneurial landscape. The framework focuses on mindset development, skills acquisition, and ecosystem engagement as essential pillars for empowering and nurturing future innovators, contributing to the advancement of entrepreneurship education and the cultivation of a new generation of successful entrepreneurs and innovators.

Comprehensive Evaluation of Sustainable Development of Entrepreneurship Education in Chinese Universities Using Entropy–TOPSIS Method

A comprehensive evaluation is important for the sustainable development of entrepreneurship education in colleges and universities. Specifically, evaluating entrepreneurship education in colleges and universities from the perspective of teachers, as stakeholders of entrepreneurship education in colleges and universities, can provide a basis for decision making to improve the quality of entrepreneurship education. Using the improved entropy–TOPSIS method, this study selects 35 indicators from five aspects, namely, curriculum systems, organizational leadership, faculty construction, teaching management, and an institutional guarantee, to establish a sustainable and comprehensive evaluation framework for entrepreneurship education in colleges and universities. Survey data from a questionnaire of college teachers in 11 provinces (cities) in China’s Yangtze River economic zone are used. The objective is to propose a framework that enables a comprehensive evaluation of the sustainability of entrepreneurship education and to develop a new evaluation method that highlights the challenges in evaluating the sustainability of entrepreneurship education, including the selection and effective measurement of the evaluation criteria. The study provides a scientific basis and support for decision making on the optimal reform of entrepreneurship education, faculty allocation, and education methods in Chinese universities and contributes to the realization of the goal of sustainable development of entrepreneurship education in universities.

Empowering Students for Future Work and Productive Citizenry Through Entrepreneurship Education

Abstract Public policy makers are calling for all university students to learn entrepreneurial competencies to prepare them to be productive citizens in an unpredictable future. Far more than simply starting up businesses, entrepreneurship is increasingly seen as a student-centric pedagogical technique (teaching through entrepreneurship) for helping students learn desperately needed foundational skills and attitudes such as curiosity, creativity, opportunity spotting, grit, resilience, proactivity, adaptability, empathy, self-efficacy, motivation, and tolerance for uncertainty and risk. This article describes generational trends that make this education increasingly important and provides a Comprehensive Framework for Entrepreneurship Education (CFEE) to help implement best practices to achieve measurable Assurances of Learning (AoL) results at the institutional, degree program, and individual course levels.

Towards a framework for integrating place-based approaches in entrepreneurship education

Regional and institutional contexts have been acknowledged as important to the design of entrepreneurship education (EE), yet the importance of place for entrepreneurship has so far received less attention. There is still much work to do in connecting students to places and engaging them in understanding the relationship between entrepreneurship, local communities and local economies within the EE curriculum. Taking inspiration from the notions of place-based and place-conscious learning, the paper proposes a framework for place-based EE and considers challenges for integrating place-based approaches into the EE curriculum. A case study of place-based EE at a university business school is then used to illustrate how the framework can be used to review existing curricula, as well as to reveal how an institution’s context might both facilitate and constrain opportunities for place-based learning. The paper provides a contribution by making more visible the important yet often invisible role of place in EE, while being mindful of the needs, resources and educational aims of regions and institutions.

The Music Den: A framework for entrepreneurship education in a university start-up incubator

This account of practice details an ongoing approach to entrepreneurship education currently being implemented at a large urban university in Toronto, Canada. The Music Den is an entrepreneurship incubator focusing on the music industry that collaborates with start-up businesses, music projects, industry, local communities and postsecondary students. The incubator deploys a pedagogical model that promotes self-direction and mentorship by way of adaptable curricular programming. The program design utilizes social constructivist principles to deliver a novel entrepreneurship education curriculum.

Research on the Influence of E-commerce Entrepreneurship Education on the Development of Marine Economy Based on the Entropy Method

Qin, H., 2020. Research on the influence of e-commerce entrepreneurship education on the development of marine economy based on the entropy method. In: Liu, X. and Zhao, L. (eds.), Today's Modern Coastal Society: Technical and Sociological Aspects of Coastal Research. Journal of Coastal Research, Special Issue No. 111, pp. 263–267. Coconut Creek (Florida), ISSN 0749-0208.With the development of ocean cultivation, various projects related to the sea have been implemented, and various marine activities have been increasing. The growth rate and scale of the marine economy are constantly improving, and the change of economic structure will inevitably have an impact on the hierarchical structure of education. This paper designs a service framework for entrepreneurship education based on e-commerce and big data. The entropy method is used to objectively assign weights, and the index value is added up to determine the intensity of entrepreneurship education. In terms of educational support, the stochastic frontier method (SFA) is used to select educational indicators related to the marine industry and analyze them from the perspective of e-commerce entrepreneurship education. During the simulation experiment, the accuracy of the algorithm and the coupling of indicators are analyzed, the data obtained through the information platform are verified by calculation, and their effects on the weight of education-related indicators is presented.

The Development of a Sustainability-Oriented Creativity, Innovation, and Entrepreneurship Education Framework: A Perspective Study.

Innovation can include creativity, innovation mechanisms, and entrepreneurship. The ability to innovate is an important indicator of economic and social development, and creativity is an educational indicator of learning effectiveness. This article explores creativity and innovation from an educational perspective and proposes a sustainability-oriented creativity, innovation, and entrepreneurship education framework that uses creative problem solving. This framework contains four layers and three dimensions. The first layer concerns the thinker and basic structure, and the second layer contains the catalyst of sustainable development goals (SDGs). The third layer is the advanced structure of cultivating SDG thinkers. The final layer is the generation of students who will attempt to start up social enterprises. The three aspects apply the creative nature of diffuse thinking to social innovation; apply demand expansion to extend individual needs to societal needs; and apply educational goal development to encourage sustainability. We expect this framework, which can turn thinkers into doers through creativity and social innovation, to apply to different disciplines. This article provides suggestions for (1) designing curriculum in creativity, innovation, and entrepreneurship education (CIE) for different education level and (2) transitioning technical and vocational education in developing economies on the road to sustainable development.

THE EFFECT OF HIGH IMPACT ENTREPRENEURSHIP EDUCATIONAL PRACTICES (HIEEPS) ON ENTREPRENEURIAL SELF-EMPLOYMENT AMONG BUSINESS SCHOOL STUDENTS

Purpose of the study: This study is carried out to examine the effects of High Impact Entrepreneurship Educational Practices (HIEEPs) namely Entrepreneurship Internship Program, Business Incubation Program and Entrepreneurial Supportive Environment on Entrepreneurial Self-Employment among business school students from three public Higher Education Institutions (HEIs) located in Northern region of Malaysia.
 Methodology: Quantitative research design was employed to conduct this study. This includes the use of a survey method to collect data among business school students from three public HEIs located in the Northern region of Malaysia. Data from 332 usable questionnaires were analyzed using SPSS version 26 and PLS version 3.2.8.
 Main Findings: The most important findings were as follows: HIEEPs namely Entrepreneurship Internship Program, Business Incubation Program, and Entrepreneurial Supportive Environment have a significant impact on the Entrepreneurial Self-Employment among business school students. Among these, the Business Incubation Program found to be the strongest predictor of Entrepreneurial Self-Employment.
 Applications of this study: This study will benefit the HEIs, Ministry of Higher Education, and policymakers to understand the impact of HIEEPs in producing future entrepreneurs among business school graduates and provide critical insights for redesigning the national entrepreneurship education framework. Students and parents also will be guided in choosing the right business schools that embeds HIEEPs. Finally, the country will be able to address the graduate unemployability issue by producing more job creators instead of job seekers.
 Novelty/Originality of this study: The establishment of the HIEEPs framework will the novelty of this study hence HEIs should consider providing Entrepreneurship Internship Program, Business Incubation Program, and Entrepreneurial Supportive Environment as part of HIEEPs to produce future entrepreneurs.

Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education

Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.

ENTREPRENEURSHIP EDUCATION IN THE NATIONAL CURRICULUM FOR PRIMARY LEVEL IN BULGARIA

The aim of this paper is to explore how entrepreneurship education is addressed in the national curriculum for primary school in Bulgaria. It makes a comparative analysis of the legal and policy documents on education in force during the period from 2000 to 2015 and after the adoption of the Pre-school and School Education Act in 2015. The purpose of this analysis is to study the evolution of the concept of entrepreneurship education in Bulgarian education system and gain a better understanding of its theoretical grounding, objectives and learning outcomes as stipulated in the national general education curriculum and syllabuses. The analysis examines whether and how these documents address competences related to entrepreneurship and general economic knowledge. In order to avoid confusion and ensure terminological consistency, a brief overview of the wide and narrow understandings of entrepreneurship education is provided in the beginning. The documents included in the analysis are the laws on education and the regulations establishing the state educational requirements and standards on the curriculum and the educational content together with the enclosed syllabuses for subjects containing topics and concepts related to economics, entrepreneurship, financial literacy and professions for grades 1 to 4. The main subjects discussed are Technology and Entrepreneurship and its predecessor Domestic Lifestyle and Technologies. The educational standards and the syllabuses are analysed from the perspective of their objectives and the learning outcomes expected to be attained by the students at the end of the primary level, each of the grades and within the above topic areas. In addition, they are reviewed in order to verify whether the learning outcomes in terms of knowledge, skills and attitudes identified for each topic area are compatible to those in the standards and to what extent the progression between the grades is ensured. Special emphasis is given to the impact of the national lifelong learning strategies on the advancement of entrepreneurship education in the period under review. The findings of this analysis are used to substantiate the current curriculum framework for entrepreneurship education at primary level in Bulgaria. They also highlight the process of gradual integration of entrepreneurship within the area of technology education as a result of which a new compulsory subject Technologies and Entrepreneurship was introduced. Thus, entrepreneurship education has become part of the general curriculum in Bulgaria. Alongside with technological competences, the subject aims at developing the key competence of initiative and entrepreneurship. Based on the overall findings, conclusions are drawn regarding the theoretical foundations of entrepreneurship education as well as the factors which have influenced the process of its infusion into the Bulgarian education system.

Influence of Entrepreneurship Psychology on Small Business Creation and Organisational Success

The study is a quantitative research on the psychological make-up of successful small business entrepreneurs. The researchers begin with a review of literature in the area of entrepreneurship psychology. The article then provides details of the research methodology applied, profile of the participants, samples of quotes from transcripts based on the hermeneutic phenomenological study conducted with the small business entrepreneurs and their staff, phenomenological themes and sub-themes developed based on participant reflection and researchers’ analysis, leading to the deduction of a conceptual framework on entrepreneurship psychology. Findings are then presented along with recommendations on applications of the framework for entrepreneurship education and successful management of small businesses.

A Study on the Entrepreneurship Education Framework for Youth based on Design Thinking

A Study on the Entrepreneurship Education Framework for Youth based on Design Thinking

A proposed entrepreneurship education curriculum framework

Higher institutions of education in Ghana have been greatly criticised and outright indicted for their outmoded and vaguely relevant curriculum, purportedly churning out graduates who lack the desired employable skills in the world of work. Therefore, the purpose of the current paper is to propose a curriculum framework for entrepreneurship education in Ghana aimed at promoting graduate employability and fostering the spirit and practice of entrepreneurship. The proposed curriculum was established based on the assumption that every student needs to acquire the knowledge, skills and attitude of entrepreneurship. Pedagogical strategies for the implementation of the entrepreneurship curriculum are discussed. For the proposed curriculum to be effectively operationalised, the paper suggests that the government, policymakers, higher education institutions and businesses all have a role to play in encouraging greater support for entrepreneurship in the tertiary education sector.

A proposed entrepreneurship education curriculum framework

Higher institutions of education in Ghana have been greatly criticised and outright indicted for their outmoded and vaguely relevant curriculum, purportedly churning out graduates who lack the desired employable skills in the world of work. Therefore, the purpose of the current paper is to propose a curriculum framework for entrepreneurship education in Ghana aimed at promoting graduate employability and fostering the spirit and practice of entrepreneurship. The proposed curriculum was established based on the assumption that every student needs to acquire the knowledge, skills and attitude of entrepreneurship. Pedagogical strategies for the implementation of the entrepreneurship curriculum are discussed. For the proposed curriculum to be effectively operationalised, the paper suggests that the government, policymakers, higher education institutions and businesses all have a role to play in encouraging greater support for entrepreneurship in the tertiary education sector.

Educational approaches to entrepreneurship in higher education

PurposeThe purpose of this paper is to present and develop models of educational approaches to entrepreneurship that can provide complementary analytical structures to better study, enact and reflect upon the role of entrepreneurship in higher education.Design/methodology/approachA general framework for entrepreneurship education is developed by using theory as well as practical experiences from the fields of business, engineering and pedagogy. The paper is mainly conceptual where the unfolding Swedish practice is used as contextual backdrop.FindingsThe FOR/IN/THROUGH/ABOUT (FITA) taxonomy is presented and used to develop three models of how to approach entrepreneurship in higher education depending on purpose. As there exists a didactical divide between entrepreneurial education for business and entrepreneurial approach to teaching and learning, educators and researchers ought to let their specific context influence the adoption of the taxonomy as well as the presented models.Research limitations/implicationsThe differentiations suggested by the presented models can be used to both structure the designs and limit claims of future research. More heuristic research is called for.Practical implicationsThe use of FITA in the designing of entrepreneurship education offers new opportunities for enhancing complementary student learning in higher education.Social implicationsThe study suggests that any political or scholarly initiative must acknowledge the diversity of entrepreneurship education and chose different approaches depending on what is to be achieved.Originality/valueThe multidisciplinary approach has made it possible to present and create models that denote a common ground for a productive discussion on how to better understand and make use of entrepreneurship in higher education.

The promise of entrepreneurship education: Reconceptualizing the individual–opportunity nexus as a conceptual framework for entrepreneurship education

This article develops a conceptual framework for entrepreneurship education based on a reconceptualization of the individual–opportunity nexus as presented by Shane and Venkataraman. In order to achieve this objective, we reinterpret both the basic assumptions pertaining to the individual and the ontological and epistemological nature of entrepreneurial opportunities. On this basis, we build a six-step teaching model, which operationalizes a series of entrepreneurial learning elements. These include (1) identity work, (2) disclosing disharmonies, (3) qualifying disharmonies into general anomalies, (4) constructing innovative solutions, (5) prototyping and (6) business modelling. Finally, we discuss the implications of the reconceptualized framework in terms of the research questions governing the field of entrepreneurship education, for the practice of entrepreneurship education and for policy to promote entrepreneurship education.

About, for, in or through entrepreneurship in engineering education

ABSTRACTEngineering competences form a potential basis for entrepreneurship. There are pressures to find new approaches to entrepreneurship education (EE) in engineering education, as the traditional analytical logic of engineering does not match the modern view of entrepreneurship. Since the previous models do not give tangible enough tools on how to organise EE in practice, this article aims to develop a new framework for EE at the university level. We approach this aim by analysing existing scientific literature complemented by long-term practical observations, enabling a fruitful interplay between theory and practice. The developed framework recommends aspects in EE to be emphasised during each year of the study process. Action-based learning methods are highlighted in the beginning of studies to support students’ personal growth. Explicit business knowledge is to be gradually increased only when professional, field-specific knowledge has been adequately accumulated.

A Systematic Framework for Entrepreneurship Education within a University Context

The importance of entrepreneurship education that positively impact on the creation of new ventures has been widely recognized. Although numerous studies of entrepreneurship education have been conducted within a university setting, the results are mostly fragmented. Therefore, by using a systematic framework, this research is focused on examining relevant learning and institutional supports within a university context for those who want to become successful entrepreneurs. This descriptive study is based on in-depth interviews with respondents at a private university. The gathered data are coded, and they result in a mapping of entrepreneurship education. There are some important findings from this research. One is that the university already has facilities to support learning within the institution, although it lacks in the management to optimize their utilization. The other is that the assurance of the students’ learning effectiveness is not well managed.