Entrepreneurship Education Literature Research Articles

Competency-based training within the prison system: enhancing the likelihood of entrepreneurial activity upon release

ABSTRACT Recidivism rates across the world remain high, and one of the key reasons for this situation is that people leaving the prison system have great difficulty in securing employment. Addressing this issue must be explored from a broad perspective, but one potential career option that is under-explored is self-employment, with few entrepreneurship programmes available within prison systems. This study explores a competency-based approach to training, examining the knowledge, skills, and behaviours needed to enhance the prospects of persons with lived experience of prison becoming entrepreneurs. Using thematic analysis on ten in-depth interviews, this article identifies three categories of competency (generic, specific, and existing) that need to be developed, honed and leveraged through an in-prison entrepreneurship programme designed to enhance the likelihood of participants undertaking entrepreneurial activity upon release. Such findings aim to contribute to the competency-based approach to training, to the minority entrepreneurship domain, and to the entrepreneurship education literature.

Mapping of Scientific Production on Entrepreneurship Education: A Bibliometric Analysis of a Decade

Entrepreneurship education has received much attention due to the in-creasingly complex and globalised entrepreneurial environment, lead-ing to the rapid development of related academic research. This study aims to provide a bibliometric analysis of 1017 publications related to entrepreneurship education in the Scopus database from 2014 to 2023, drawing a knowledge map to identify key themes, influential contribu-tors, impactful articles, research trends and future research directions. The results of the biblioMagika analysis showed that entrepreneurship education literature is continuously growing, with Agus Wibowo as the most productive author and Wenzhou Medical University in China the most prolific institution that has attracted wide attention. VOSviewer analysis showed close author and country co-authorship and found that the key terms "Entrepreneurship Education", "Entrepreneurial In-tentions" and "Entrepreneurship" were at the forefront of research. Fur-thermore, the thematic and word maps analysed by Biblioshiny reflect-ed the primary themes of the study, guiding future research directions. However, this study was also limited by using fixed keywords to search the literature in the Scopus database, excluding non-English publica-tions. Overall, this study provides a comprehensive picture of entre-preneurship education research, which helps researchers understand the research status of this field and proposes future research avenues.

Comparing Factors Influencing Entrepreneurial Self-Efficacy Between Vocational and Academic Post-secondary Students

Entrepreneurship promotion continues to be an important domain for economic policy and growth. Closely related to entrepreneurship promotion are the very individuals engaging with entrepreneurship, whose belief and efforts to succeed are highly correlated with their view that they ‘have what it takes”, measured as entrepreneurial self-efficacy (ESE). ESE has thus become a critical factor toward understanding entrepreneurship support. However, most extant scholarship focuses on formal and university education, while little is said about incorporating entrepreneurship and ESE with technical vocational education and training (TVET) to develop entrepreneurs. This is surprising because so many micro and small businesses, particularly trades, are heavily anchored in TVET. This study compares academic and TVET post-secondary students in Trinidad and Tobago to determine the factors that enhance their ESE. Data emerged from three (3) regression models explaining how academic and TVET students’ ESE are correlated with several factors. Parents with a university degree, friends who are entrepreneurs and an extracurricular focus on entrepreneurship were vital factors that saw a positive correlation with ESE among the TVET population. In contrast, academic students are driven primarily by experiences. Full-time work experience and entrepreneurial experiences were significantly correlated with the ESE of academic students. Our work highlights that academic and TVET students’ ESE have different world views that impact education. This study demonstrates the importance of tailoring entrepreneurial learning for TVET students by linking ESE with cultural capital theory. We found that when teaching academic students entrepreneurship, more emphasis should be placed on experiential learning. Our research provides empirical findings we believe to be both unique and highly relevant to the literature of entrepreneurship education.

The effects of an education program on social and sustainable entrepreneurship for primary school children

This paper provides new insights into entrepreneurship education (EE) for children, by combining three elements that expand the EE literature in a novel direction: (1) the content focus is on social and sustainable entrepreneurship; (2) the educational setting studied is primary education; and (3) the focus is on the effects as perceived by the participating children themselves.Explorative research was done on two programs delivered by EE provider Fawaka School of Entrepreneurship in the city of Amsterdam, the Netherlands. A one-group pre-test/post-test survey among the full population of 450 participating children was conducted in 2021. The results provide clues that a program focused on sustainable and social entrepreneurship can provide different results than more ‘general’ programs on entrepreneurship, in particular with regard to differences between girls and boys. After the program, differences in entrepreneurial intentions are significantly smaller, and a number of significant differences with regard to self-confidence disappear.

The Impact of Action Planning after Causation-and-Effectuation-Based Entrepreneurship Education.

The entrepreneurship literature shows inconsistent results in outcome effectiveness, such as entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI), and entrepreneurial behavior. This could be due to the sole focus on the motivational aspects of behavioral change. Action planning, a volitional intervention used to modify health behavior, could resolve the inconsistent results mentioned above. Therefore, this study aims to evaluate the direct impacts of action planning intervention (API) following entrepreneurship education (EE) on ESE, EI, and opportunity recognition and to examine the behavioral change process from motivational and volitional perspectives. In this randomized controlled trial (RCT), we considered action planning to enhance entrepreneurial behavior after EE. The sample included 83 participants from a university in Myanmar. We randomly assigned the students to the API and control groups. We collected data on ESE and EI before and after training. We used objective measures for opportunity recognition through an opportunity evaluation framework. Serial mediation analysis revealed that the volitional impact on opportunity recognition was positively significant. From a motivational standpoint, ESE improved significantly, but we found no significant impact on EI; ESE and EI were serial mediators, with no specific mediation solely by ESE or EI. The findings contribute to the EE literature by presenting a brief and cost-effective API for EE.

DIGITAL GAMES USE IN ENTREPRENEURHIP EDUCATION AT THE UNDERGRADUATE LEVEL: A SYSTEMATIC REVIEW

Past reviews on digital games use in entrepreneurship education failed to provide detailed information on how researchers employed gameplay in learning models. Additionally, prior reviews have inadequately examined the methodological rigor and the distributional characteristics of articles within such an area. This systematic review provides information about the geographic spread and breadth of digital games use in entrepreneurship education literature. More importantly, the current analysis provides in depth assessment of the methodological attributes of published articles in the discipline. Based on the comprehensive evaluation, future research directions are suggested to strengthen this area of study.

Social entrepreneurial intention: educating, experiencing and believing

ABSTRACT With current social, environmental and economic challenges, there is an increasing need to encourage more sustainable business models, which include social entrepreneurship, in the education of our future leaders and entrepreneurs. This has resulted in significant research and practice towards improving students’ social entrepreneurial intention with higher education programmes. We used survey data collected from 220 university students in Brazil. These students participated in the Enactus programme, which exposed them to social entrepreneurial experience and entrepreneurial education. Our findings highlight the importance of experience-based programmes in forming empathy, essential to self-efficacy development, and in improving the ability to identify social opportunities, which together are indispensable for developing social entrepreneurial intentions. This paper contributes to social entrepreneurship education literature by emphasising the need to integrate experience-based opportunities into higher education programmes. It confirms that social entrepreneurial actions are contextually driven and should be addressed and developed closer to the needs. This results in empathic individuals who can see opportunities others do not see and become social entrepreneurs. In regard to public policy support and the encouragement of social entrepreneurship models, our findings emphasise the need to help universities and encourage experiential programmes to develop students. In this way, universities which develop social entrepreneurship education programmes have the opportunity to act as agents of change, developing human capital to address the social/environmental challenges and create a fairer society.

Application of Digital Entrepreneurship Education in the Digital Library Marketing Course

Entrepreneurship education in universities plays a significant role in creating an entrepreneurial spirit in students. We explore the application of digital entrepreneurship education contained in the Digital Library Marketing course. This research is qualitative research with a case study. Data collection was conducted through in-depth semi-structured interviews with thirteen informants. The data are photos or videos of activities during the research, and videotape recordings. The data display the output of Digital Library Marketing lectures which shows how theories following research and observation of digital media interfaces are used as promotional and marketing media. The results showed that digital entrepreneurship education applied to the Digital Library Marketing course has an important influence on students to design a professional weblog as a medium of information, to create content writing about how to fill a weblog that can sell the products offered, and to do good copywriting, also to find ideas for delivery and promotion. Besides being applied to the Digital Library Marketing course, digital entrepreneurship education is also held in digital marketing workshops to provide prospective alums. This study is helpful for entrepreneurship education literature in libraries and information that intersects with digital technology as a medium for entrepreneurship.

Investigating students’ perceptions of the University of KwaZulu-Natal inqubate-enspire programme in developing student entrepreneurs

Background: Universities and governments globally are now opting for and enforcing student entrepreneurship policies as a means to curb economic imbalances and address unemployment issues. The University of KwaZulu-Natal (UKZN) is no exception to this trend as it has now introduced entrepreneurship programmes through course offerings as well as a fully operational programme, known as the UKZN inqubate-enspire that caters for students’ entrepreneurship needs.Aim: The aim of this study was to investigate the perceptions of UKZN students of the role and effectiveness of the UKZN inqubate-enspire programme in developing student entrepreneurs as well as the role of the programme in assisting the university to become an entrepreneurial university.Setting: This study was conducted at UKZN campuses in Durban, which included Howard College and Westville.Methods: A qualitative case study design was embraced. Using a convenience sampling approach, a total of nine students who had participated in the UKZN inqubate-enspire programme were selected. Data were collected using face-to-face semi-structured interviews and analysed with the use of thematic analysis.Results: Participants revealed that the programme has sparked an entrepreneurial mindset in them and that they have obtained many skills, which will assist them in their future endeavours. However, participants also encountered a number of challenges such as the inability to balance academic work and running their business and inconsistencies in the mentorship programme. Lastly, the participants perceived that this programme made a contribution towards UKZN becoming an entrepreneurial university; however, they averred that this programme still needs much improvement to achieve this.Conclusion: It was discovered that although this programme is effective, there are shortcomings that need improvement to make this programme more effective and assist the university towards becoming an entrepreneurial university. The findings will make a significant contribution to entrepreneurship education theory and practice. This study will add to the entrepreneurship education literature and open doors for future studies on this programme or similar entrepreneurship education programmes.

Adopting Entrepreneurship Education—Teachers′ Professional Development

This study explores teachers’ professional development in entrepreneurship education (EE). It examines empirically the change in teachers’ EE practices among Finnish teachers in 2011–2017. Overall, the quantitative analysis reveals that entrepreneurship education practices are increasing, albeit unevenly. Three groups of teachers, EE experimenters, EE critics, and EE selectors show different profiles in their use of EE practices. Furthermore, these groups seem to represent different stages of EE professionalization. The analysis shows that teachers’ EE practices increase on the introductory stage but decrease deeply after. Moreover, the study suggests that teachers’ implementation of EE evolves along with their teaching experience. It reveals that teachers in different stages of professional development need different types of support and that the adoption of EE practices depends on the institutional and social support offered to teachers. The results of the investigation contribute to the literature of EE by introducing a new typology of teachers, also presenting empirical evidence of the teachers’ ability to absorb EE as a new approach. Furthermore, the study shows that for the adoption of EE it is not enough to emphasize the introductory stage but instead also the later stages of teacher’s professionalization need to be considered.

Utilisation of entrepreneurial experiences in student-driven mentoring processes

Following the educational perspective of community of practice, students learn from engaging with people sharing the same interests as themselves. Previous research has shown that students in entrepreneurship education learn from other community members' experiences and have addressed learning outcome from peer mentoring. This study explores how students acting as peer mentors utilise their own entrepreneurship experiences from doing entrepreneurship in peer mentoring of nascent student entrepreneurs. The mentoring is provided by a venture incubator functioning as a community of practice. Five peer mentors in the extracurricular student venture incubator are observed during peer mentoring of a total of nine student entrepreneurship groups and then interviewed about their mentoring practices. Our findings show that the peer mentors’ experiences from entrepreneurship studies are utilised in the preliminary stages of mentoring processes, while experiences related to the venture creation processes are utilised later. This implies that when peer mentors relate theoretical knowledge to business experiences from venture creation processes, they help to make both theoretical knowledge and the venture creation process itself more understandable for student entrepreneurs. This study contributes to the entrepreneurship education literature by illustrating how entrepreneurship experiences are utilised in peer mentoring provided through a community of practice.

Enabling Entrepreneurial Empowerment Through a Three-Day Entrepreneurship Camp

The purpose of this study was to explore the impact of a 3-day entrepreneurship camp on nursing students’ empowerment to act entrepreneurially. Data were collected through individual semi-structured interviews with 17 nursing students conducted both before and after the camp. The data also included student drawings, as well as documents and interviews with 10 stakeholder representatives. Our findings show that students had very limited knowledge of entrepreneurship and had disregarded any valuable or natural link between nursing and entrepreneurship before entering the camp. The four changes in the empowerment process are as follows: (a) From ‘Entrepreneurship is not something nurses are supposed to do’ to ‘Nurses are potential actors in entrepreneurial processes’. (b) From ‘Observing problems in practice’ to ‘Nurses can shape healthcare’. (c) From ‘Not knowing how to define problems sufficiently small to act upon’ to ‘Knowing how to approach problem definition’. (d) From ‘Knowing little about the potential steps of realising a solution’ to ‘Knowing the first steps to testing a solution’s feasibility’. Our study provides insights into the meaning of empowerment to act entrepreneurially in the context of an entrepreneurship education for nursing students and has implications for the entrepreneurship education literature for non-business students.

Fostering Millennial Entrepreneurship Students – Issues and Challenges

Governments worldwide have increasingly recognized their interest in entrepreneurship and have introduced it to various settings, not only among the officials but also schools and Higher Education Institutions (HEI). Many incentives have been given to those who embark on entrepreneurship. The Malaysian government has made all colleges in Malaysia introduce entrepreneurships courses to make students aware of the importance of entrepreneurships. Thus, there are questions were raised on the effectiveness of the entrepreneurship programme in the university. Moreover, and the kinds of improvements that need to be embedded in these programmes. This study is among the first to explore this issue by gathering information from the students majoring in entrepreneurship and who are recently graduated. Both quantitative and qualitative methods have been adopted to get the details of the issues being studied. Thirty-three students were surveyed, and ten respondents were called for semi-structured interviews. Many students stated that they were not ready to become an entrepreneur entrepreneurs because they are were really not confidence confident in doing so, and some said they needed to work to get some money and experience first. Some stated that the programme should be improved by creating an entrepreneurship ecosystem among students and lecturers. This study contributes to entrepreneurship education literature by enhancing understanding of the needs of students during the entrepreneurial learning process. In practice, this study offers raze and valuable insights into how to design and implement designing and implementing an effective HEI entrepreneurship training programme. Keywords: entrepreneurship, entrepreneurship education, effectiveness, higher learning institution, Malaysia

Review of Entrepreneurship Education Literature in Educational Contexts: Bibliometric Analysis

The purpose of this paper is to investigate the descriptive and evaluative findings of articles conducted in educational contexts on entrepreneurship education in the Web of Science (WoS) database. For this purpose, the bibliometric analysis method was used in this study. This systematic literature review examined 352 scientific articles published from 1991 to 2020 in the WoS database. VOSviewer software was used to visualize the results of the analysis. The descriptive results showed that the most articles, in terms of years, were published in 2017; Matlay was the most productive author, and Lappeenranta University of Technology was the most productive organization; Education + Training was the most productive journal and England was the most productive country. The evaluative results showed that Matlay had the largest co-authorship network; England was the country with the highest co-authorship network and the University of Tasmania and Birmingham City University had the largest co-authorship network. Moreover, Matlay had the highest (citations and total link strength) co-citations of cited authors. On the other hand, Kuratko had the highest (citations and total link strength) co-citations of cited references. Finally, the keywords occurrence networks showed that the biggest node was entrepreneurship education. Based on these results, systematic literature reviews on entrepreneurship education in educational contexts at the national level in different countries could be carried out.

Entrepreneurship Education and Founding Passion: The Moderating Role of Entrepreneurial Family Background.

In this paper, we examine the relationship between entrepreneurship education and entrepreneurial passion. Despite the advancement of entrepreneurship education literature and the increasing focus on entrepreneurship education in business schools, we lack empirical exploration on how entrepreneurship education can impact students’ passion for founding new organizations. We hypothesize that students who take entrepreneurship classes would develop high levels of founding passion due to a great perception of skills and abilities that increase positive emotions and decrease negative emotions about the entrepreneurship process. Moreover, we draw on the literature on role models to suggest that students’ entrepreneurial family background (students whose immediate family members are entrepreneurs) strengthens the influence of entrepreneurship education on entrepreneurial passion. Utilizing survey data collected from 160 university students, we found that entrepreneurship education positively influences students’ founding passion and that this relationship is strengthened when students have entrepreneurs in their immediate family.

The effect of role model teachers on students' entrepreneurial competencies and intentions

PurposeThe paper aims to provide empirical evidence on whether the identification of the teacher as a role model is truly a key factor in improving students' entrepreneurial competencies and intention.Design/methodology/approachData were obtained from a survey of 387 university students enrolled in an entrepreneurship course, who were asked to respond to the same questionnaire at the beginning and at the end of the semester. To test the proposed hypotheses, comparison of means tests for independent samples were carried out.FindingsThe results obtained confirm that students with a role model teacher perceive that entrepreneurial competencies and perceived behavioural control increase largely during the course, whilst students with a non-role model teacher perceive that their attitude towards intention decrease.Originality/valueThe “Who should teach?” question has been disregarded in previous entrepreneurship education (EE) literature. The current paper is a first step towards a better comprehension of the teacher of entrepreneurship as a role model.

Aged and gendered master narratives on entrepreneurship in Finnish higher education

PurposeThe purpose of this paper is to examine the construction of master narratives related to age, gender and entrepreneurship in the context of entrepreneurship education (EE) in Finnish higher education (HE). This is important as master narratives create and limit our understanding of entrepreneurship.Design/methodology/approachThe data comprises 30 student interviews generated in one multidisciplinary Finnish university. The data were analyzed using narrative positioning analysis to examine what kinds of master narratives are (re)constructed in relation to age and entrepreneurship by Finnish university students and how gender intertwines with age in the construction of entrepreneurship.FindingsThree aged and gendered master narratives were identified: (1) youthful, masculine, startup/growth entrepreneurship; (2) middle-aged feminine, expert entrepreneurship and (3) modest, feminine, senior entrepreneurship. The paper makes visible aged and gendered master narratives and cultural norms related to entrepreneurship in the context of EE and HE. Authors argue that the youthful, masculine startup/growth entrepreneurship is the hegemonic master narrative in the context of EE in Finnish HE. Femininity is mostly excluded from this master narrative.Originality/valueThe paper contributes to critical literature on entrepreneurship as an aged as well as gendered phenomenon in the context of EE and HE. So far research on entrepreneurship as an aged and gendered phenomenon in EE and in the context of HE has been virtually non-existent. Moreover, the theoretical and methodological focus on master narratives in entrepreneurship and EE literature is novel. The master narratives identified in the study show that HE students are not addressed equally in relation to entrepreneurship, but aged and gendered hierarchies are sustained.

Entrepreneurship education: systematic literature review and future research directions

PurposeThe purpose of the study is to further understanding of entrepreneurship education, highlighting current trends and directions for further research.Design/methodology/approachThis paper used systematic literature review of published articles to collect, evaluate, and interpret entrepreneurship education literature from selected databases between 2009 and 2019. The study reviewed 90 articles from the entrepreneurship education literature. There are several different topics that have been analyzed; with the most researched topic being analyzed was focusing on entrepreneurship education development.FindingsEntrepreneurship education programs have become an increasingly important focus of attention in recent years. This paper deeply investigates the literature on entrepreneurship education to help entrepreneurship education decision makers to develop better solutions.Research limitations/implicationsIt must be noted that this study has some limitations, which suggest avenues for further research. In reviewing the articles, the study used only four databases and only considered papers published between 2009 and 2019. Other studies may include more databases and a longer time frame.Originality/valueRegarding the theories most used in the reviewed articles, TPB and social learning theory (SLT) were most used in relation to entrepreneurship education. This shows that researchers were focusing on the influence of entrepreneurship education in relation to the entrepreneurial intention, behavior and attitude of the individuals.

Students' perception of learning from entrepreneurship education programs and entrepreneurial intention in Latin America

ObjetivosCon base en la literatura sobre educación en emprendimiento e intención emprendedora, este estudio desarrolla y prueba un modelo que busca explicar la relación entre la percepción de los estudiantes sobre el aprendizaje de los programas de educación en emprendimiento, la Teoría del Comportamiento Planificado y la intención emprendedora en los países de América Latina.MetodologíaEste estudio utiliza datos del proyecto Global University Entrepreneurship Spirit Student Survey (GUESSS) 2018 para 11 países de América Latina. Se valida el modelo teórico mediante modelos de ecuaciones estructurales; esta técnica ofrece ventajas sobre otras de análisis multivariante tradicionales relacionadas con la evaluación de errores de medición, estimación de variables latentes y especificación del modelo.ResultadosLos principales resultados sugieren que una percepción positiva del aprendizaje de los programas de educación en emprendimiento se relaciona con los antecedentes de la intención emprendedora. Además, la actitud hacia el comportamiento emprendedor y el control del comportamiento percibido influyen positivamente en la intención de emprender de los estudiantes universitarios latinoamericanos. Estos hallazgos contribuyen a una mejor comprensión del rol de la educación en emprendimiento en términos de los antecedentes de la intención y proporcionan evidencia de la Teoría del Comportamiento Planificado de una gran muestra en una región emergente.Originalidadla Teoría del Comportamiento Planificado es uno de los marcos teóricos más importantes para explicar la intención emprendedora. Sin embargo, en los países de América Latina, la investigación de calidad se ve obstaculizada por la falta de datos y medidas válidas. Por lo tanto, el trabajo agrega valor al observar la percepción del aprendizaje de los programas de educación en emprendimiento y su relación con los antecedentes de la intención. Asimismo, validando las dimensiones de la Teoría del Comportamiento Planificado y su relación con la intención emprendedora, considerando una amplia muestra de estudiantes universitarios latinoamericanos.

Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.