Entrepreneurship Education Programs Research Articles

Education program and experiential learning in Chinese entrepreneurship education: A year-long Social Cognitive Theory intervention's impact on self-efficacy and intention

Entrepreneurship education helps young people create their first job, typically through either experiential learning or education programs. Our study evaluated the effect of integrating both methods in a single intervention involving 40 people aged 18 to 25.Our research intervention was grounded in the Social Cognitive Theory. We assessed its impact via ANCOVA analyses. We looked for shifts in entrepreneurial self-efficacy (across six subdimensions) and intention of 20 intervention participants compared with an equal number of control participants. The results indicated statistically significant changes in all the measures except initiating investor relationships and building an innovative environment.To the best of the authors' knowledge, this study is the first to examine the effect of delivering entrepreneurial education in non-formal Chinese settings. It also pioneers exploring the impact of education programs and experiential learning in a single intervention. Finally, it assesses this impact over one year, sharply contrasting with the more typical exploring of relationships at a single time point.Our findings contribute to the ongoing discourse on the efficacy of entrepreneurship education programs in China, providing support for offering such programs outside formal education. Our results also emphasize the significance of comprehending the surroundings in which the programs are being delivered and the potential external forces that participants may be exposed to.

Individual Entrepreneurial Orientation (IEO): The Case of TEVET Institutions in Zambia

This review article examines the impact of Entrepreneurship Education programs (EEP) on Individual Entrepreneurial Orientation (IEO) within Technical Education Vocational and Entrepreneurship Training (TEVET) institutions in Zambia. By synthesizing findings from existing literature, the article provides a comprehensive understanding of how EEP influences entrepreneurial behaviors among vocational students. Key dimensions of IEO affected by EEP, including innovativeness, risk-taking, proactiveness, autonomy, and competitive aggressiveness, are explored. The review discusses various pedagogical approaches used in EEP, highlights the challenges faced in delivering effective EEP, and identifies opportunities for improvement. The article concludes with recommendations for policymakers and educators to enhance the effectiveness of EEP in fostering entrepreneurial mindsets, thereby contributing to Zambia's economic development goals.

Examining the level of Entrepreneurship education and development within the South African higher education: Towards entrepreneurial university

In response to unemployment and socio-economic challenges in the South Africa's higher education institutions introduces entrepreneurship education (EE) with the aim to create sustainable job opportunities. However, higher education (HE) struggles to integrate EE within the university programmes and make it as practical as possible. Furthermore, fostering entrepreneurial mindset and intentions among students is not an easy task. The primary objective of this conceptual paper is to examine the level of entrepreneurship education and entrepreneurial intentions among the students within the South African higher education. We used qualitative case study methodology, to purposive select 30 articles using a google scholar search engine. The paper was driven by three research questions, namely, what is the level of entrepreneurship education among students in South African higher education? What are the entrepreneurial intentions of these students? Does the design of the EE curriculum foster students' entrepreneurial mindset and intentions? The findings identified a need to curriculum transformation that integrate EE across various disciples; not just a stand-alone module that fails to foster a broad-based entrepreneurial mindset. Furthermore, the findings shows that policy support and infrastructural development should be geared towards the growth and sustainability of EE programs and launching of innovation hubs and other support structures within universities to provide practical EE experiences.

Variety of entrepreneurial skills measured in the entrepreneurship education literature

PurposeHaving a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.Design/methodology/approachWe reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.FindingsWe synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.Originality/valueOur framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.

Developing a Conceptual Framework: Women STEM Faculty's Participation in Entrepreneurship Education Programs

AbstractMotivated by the high socio-economic impact of innovations in science and technology, entrepreneurship in STEM disciplines is gaining increasing attention. As a result, entrepreneurship education programs (EEPs) have been introduced and designed to train STEM faculty and expose them to entrepreneurial practice. This study examines factors influencing women STEM faculty's perspectives on their participation in EEPs within the broader socio-cultural context of academia. The study addresses the under-researched and undertheorized area of women academics in STEM entrepreneurship by drawing on adult participation literature and key theoretical works in entrepreneurship education to formulate the conceptual grounding. Using qualitative methods, including in-depth interviews with 32 women STEM faculty, the findings identify internal and external influences and unpacks their complex interactions across the programmatic and systemic dimensions. Internal factors include perceptions of entrepreneurship, STEM academic identity, entrepreneurial identity, and self-efficacy, while external factors included professional mentors, personal role models, socioemotional support, and financial resources. The study conceptually synthesizes these factors and elucidates a nuanced understanding of women STEM faculty’s perspectives on their participation in EEPs, offering insights for future research and program development to enhance diversity, equity, and inclusivity in STEM entrepreneurship education.

Empowering entrepreneurs: bridging the attitude-intention-behaviour gap through dynamic entrepreneurship education

Purpose By adopting the theory of planned behaviour, this study aims to provide insights into how entrepreneurial education (EE) contributes to the entrepreneurial process, especially entrepreneurial behaviour (EB). Design/methodology/approach The research used a sample of 2,566 students from 16 universities in Vietnam. The conceptual framework’s coefficient paths underwent testing using structural equation modeling, and the mediation effects were determined using the PROCESS bootstrapping method. Findings The study revealed that EE directly influences EB in Vietnam, despite having no direct effect on entrepreneurial intention (EI). In addition, EE indirectly influences EI and EB through enhancing attitude towards entrepreneurship and perceived behavioural control. Practical implications These findings suggest that policymakers should consider the value of investing in EE programmes as a means of promoting EB. Offering students opportunities to engage in real-life entrepreneurial activities, such as business plan competitions, internships with local start-ups and access to mentorship from established entrepreneurs, can play a pivotal role in their translating knowledge into action. This practical approach can significantly contribute to the development of an entrepreneurial ecosystem in Vietnam. Originality/value While many studies have investigated the influence of EE on EIs, there is a lack of research on the behavioural outcomes of such education. Furthermore, the findings regarding the EE–EI relationship are inconsistent. Therefore, this study provides valuable insights into how EE can foster the intention and behaviour to engage in entrepreneurship.

Effects of Entrepreneurship Education Components on Entrepreneurial Intentions in Oman

Despite the many studies on entrepreneurship education programs to date, their findings have mainly reported on the changes in attitudes and intentions toward entrepreneurship without answering the questions of what precisely caused these changes. Little has been written and elaborated on the specific effects of entrepreneurship education components. This study integrates Johannisson’s four components of entrepreneurship education into Azjen’s Theory of Planned Behavior model. The model was conveniently tested among undergraduate students in higher education institutions in Oman through an online survey. The results show that the best-fit structural model supports the notion that the systematic entrepreneurship education components are interrelated, and they in fact drive the three antecedent variables of the TPB and entrepreneurial intentions. In addition, the findings also support the assertion that students’ entrepreneurship education (i.e., know-what) solely influences their entrepreneurial intentions. Practical implications of the findings and suggestions for future research are also discussed.

Development and validation of the adolescent's entrepreneurial attributes inventory: A mixed-methods approach

This study introduces the Adolescent Entrepreneurial Attributes (AEA) scale, designed to measure key entrepreneurial attributes among adolescents within an educational context. Employing a mixed-methods approach, the research involved four distinct studies: a Delphi study to refine the measurement items, a survey of youth entrepreneurship course graduates to gather perceptions of entrepreneurial attributes, a psychometric assessment to test the reliability and validity of the AEA scale, and a SEM validation study to correlate the AEA with established measures of entrepreneurial self-efficacy and intention. The findings revealed that the AEA scale is a reliable and valid tool that captures a nested profile of adolescents' entrepreneurial attributes, including innovativeness, opportunity recognition, risk-taking propensity, proactiveness, vision-driven thinking, ethical thinking, and communication and collaboration. The scale's development contributes to the field by providing a nuanced understanding of adolescents' entrepreneurial attributes. The scale supports educational efforts to assess entrepreneurship education (EE) with aims to nurture adolescents' generic entrepreneurial attributes, differentiating from existing measurements of entrepreneurial self-efficacy, and entrepreneurial intentions to evaluate entrepreneurship education programs.

Analysis of the Benefit Value of PT.KPC's CSR Activities in the UKM Tangguh Program with Social Return on Investment Approach

UKM Tangguh is a collaborative entrepreneurship education program. The program consists of required entrepreneurship material and is adapted to current developments for entrepreneurs in various business fields as participants. Economically, the UKM Tangguh program has contributed to the number of MSMEs upgrading, as seen from changes in the composition of the business scale. Socially, the UKM Tangguh program has helped change the mindset of participants from being a trader to being business person. The objectives of this research are (1) to determine the impact of the program through the social return on investment (SROI) approach and (2) to analyze the level of community satisfaction with the program. The data analysis method uses a comparison of SROI values and the community satisfaction index. Respondents in this study were all participants who were members of the UKM Tangguh program and were willing to take part in each activity session provided. The research results show that the SROI value of the UKM Tangguh program is 21.49, which means that every rupiah of investment given by the company to this program can provide added value, reaching 21.49 times. The assessment of the UKM Tangguh program from the beneficiaries received a very good rating with a score of 3.28 on a scale of 4, if converted to a scale of 100 with a score of 82.04 in the very satisfied category. The high level of beneficiary satisfaction shows the success of implementing the program.

Entrepreneurial identity as a career compass – An exploration of the career narratives of entrepreneurial education graduates

PurposeSince there are limited role models and career templates for entrepreneurship education (EE) graduates in the labour market, their careers are largely based on personal preferences, aspirations and values. Few studies have investigated how EE impacts graduates’ career aspirations. The present study addressed this gap by exploring how entrepreneurial identity (EI) manifestations act as career identities for EE graduates.Design/methodology/approachFive graduates from two EE programmes in Norway were purposefully selected based on their career histories. They were interviewed using a life story approach, and the narratives were analysed to explore how their EIs were developed and how the EIs acted as career identities.FindingsThe study findings revealed three EI manifestations that directed the participants’ careers: change agent, career seeker and maverick specialist. Additionally, the findings showed how EI is developed through EE: by connecting previous aspirations to realistic career alternatives, by being a place where individuals can experiment with provisional selves and by gaining social acceptance and affirmations for a claimed identity. Furthermore, the findings demonstrated how EI manifestations act as career identities that give direction to graduates’ careers.Originality/valueThis study has important implications regarding the broader impact of EE on graduates’ careers. Furthermore, by exploring EE graduates’ narratives, this study provides a richer and more nuanced view of how aspirations and career preferences are developed than previous studies.

Managing business during global economic crisis: the case of Global Gadget Limited, Bangladesh

Learning outcomes The primary objective of this case was to grant the students an exposure to the students regarding how to manage a retail business during an economic crisis. In this case, all three of the aforementioned objectives as the students were given opportunity to dissect the business process through business model canvas, find out the key success factors and more importantly, were encouraged towards cost cutting behaviour by presenting the real-life dilemmas that were faced by an actual entrepreneur. Furthermore, the students were shown the importance of stakeholder management through this case, as support is very much needed for the retailers from macro-economic and micro-economic level. Case overview/synopsis This case study is the story of Global Gadget Limited, a premium retailer of cell phones and other relevant devises, which is located in Dhaka, the capital city of Bangladesh. The story is revolving around the challenge that Mr Shahadat Hossain Dipto, the owner of Global Gadget is facing over the past two years. Dipto mainly runs his business by selling budget phones from brands like Oppo, Xiaomi, Samsung and Vivo to the middle class and lower middle-class people of Bangladesh, who are very much cost conscious. To persuade these customers to buy his phones, he offers discounts, free gifts, equated monthly instalment services (a monthly instalment plan for the customers who cannot afford to pay the full amount when buying the phone) and sometimes even lottery. In the process, if he can sell more phones, these brands reward him with attractive commissions and all the necessary supports that help him run the business with marginal profit. However, due to the Russia–Ukraine war, he is now in crisis as the resulting economic crisis is causing a price increase on these phones, while drying out his customer’s pockets. This case study is designed to teach the students the importance of product segmentation, inventory management, cost management and relationship management to the students and future entrepreneur, so that they can understand, what does it take for an entrepreneur to survive an economic crisis. Complexity academic level This case study is aimed at undergraduate, masters’ students in business schools and Master of Business Administration students or short course executives and for the students of entrepreneurship education programme. Supplementary materials Teaching notes are available for educators only. Subject code CSS3: Entrepreneurship.

Implementasi Marketday Dalam Membangun Kreatifitas Siswa Di MA Al-Hamidiyah

On certain days, schools participate in Market Day by asking children to make real-life sales and purchases. Students participate in all stages of the supply chain from manufacturing to distribution to consumption during Market day, an example of an integrated entrepreneurship education program. Students can also appreciate their abilities during Market Day. The aim of this research is to help Madrasah Aliyah Al-Hamidiyah Depok students become more imaginative. A qualitative research approach was used in this research. Observation and interviews are the methods used to collect data. These findings indicate that students' originality develops after they participate in Market day at school.

From Vision to Reality: How SK A&G's Initiatives are Fuelling Entrepreneurial Spirit among India's Youth

The research paper explores the role of SK Associates & Group’s entrepreneurship initiatives in fuelling the entrepreneurial drive among Indian youth through entrepreneurship boot camps and conference series. A detailed investigation is conducted by employing mixed-method approach of both qualitative and quantitative analysis to assess the crucial impact it played in catalysing the entrepreneurial spirit among aspiring entrepreneurs which have results on economic development of a nation. Qualitative data was collected through in-depth customer feedback surveys and video interviews of 10 successful participants who were able to gain proper knowledge and support to navigate through the complexities during their entrepreneurial journey which was then supported by conducting quantitative analysis of the participants’ feedback for cohort 1, cohort 2 and conference series to validate the results obtained during qualitative analysis. The findings highlight that SK Associate & Group’ entrepreneurship initiatives to boost entrepreneurial drive was extremely positive due to modelling a comprehensive structure of boot camp program and conference series which helped them to gain necessary skills, expand their professional network community, provided them with easy access to resources and helped them raise investments entrepreneurial journey. It also highlighted how tailored mentorship and robust support system allowed them to establish sustainable startups, with success stories providing substantial support to the claim of how entrepreneurship can be boosted by establishing targeted entrepreneurship education with development programs in India. Existing literatures on entrepreneurship development through targeted boot camp programs are mentioned to establish support the implications of the results obtained through the analysis. The research also attempts to mention all the limitations faced due to sample size and generalizability, etc and how it can be combated in future assessments. These insights obtained by this study provides suggestion regarding policy enhancements, entrepreneurial activities and entrepreneurial education to ensure a sustainable growth in entrepreneurial landscape. This means the necessity of policies that ensure sufficient investment to improve the entrepreneurial education programs like that offered by SK Associates & Group. It also emphasizes on fostering a proper environment for future innovators and aspiring entrepreneurs to successfully navigate their entrepreneurial journey with success that not only improves the quality of life but also improve the nations’ economic status and accelerate growth and development in emerging countries like India. Keywords: Entrepreneurial landscape, Entrepreneurship Development, Indian Youth, Mentorship, SK Associates & Group.

College Students' Perceptions and Attitudes Towards Startups A Study on Motivations, Challenges, and Educational Implications in Kanniyakumari District, Tamil Nadu

Startups play a crucial role in fostering innovation and economic growth globally. Understanding college students' perceptions and attitudes towards startups is essential for shaping effective entrepreneurship education programs and policies. This paper explores the perceptions and attitudes of college students towards startups, examining their motivations, perceived challenges, and the implications for entrepreneurship education. The study employs a mixed-methods approach, combining qualitative interviews and quantitative surveys to gather insights from a diverse sample of undergraduate college students across various disciplines and educational backgrounds in Kanniyakumari District.

The impact of entrepreneurship education on students’ desirability and intentions to pursue an entrepreneurial career: a study in general and vocational secondary schools of Cabo Verde

This study aims to evaluate the impact of the Entrepreneurship Curriculum Programme (ECP) on students' entrepreneurial attitudes, perception of social norms and entrepreneurial intentions. This programme was implemented in upper-secondary level classes in Cabo Verde. The study also assesses if the programme has different impacts in different years of schooling and the mediating role of personal factors (gender and family models), teaching factors (differences between general and vocational education) and contextual factors (different island). The research was conducted on six islands in 4 vocational schools and 8 schools of general studies. The research compared the results of two groups: one with 947 students who attended ECP and the other with 1140 students who did not. The findings reveal that ECP impacts all the dimensions considered, the effect is differentiated throughout schooling and that other factors affect students' entrepreneurial attitudes, beliefs and intentions. From the theoretical point of view, the study reinforces the knowledge about the impact of education in entrepreneurship in contexts where there are still few studies—the context of developing countries and the context of secondary education. From a practical point of view, the study provides indications for deepening/improving the design and implementation of entrepreneurship education programmes.

Attraction, passion and confidence: the paths to undergraduates’ entrepreneurial intentions

PurposeThis study aims to assess how undergraduates’ exposure to entrepreneurship education (EE) may increase their volitional desire and behavioral control to start-up a business.Design/methodology/approachThe model establishes three different paths from EE to entrepreneurial intention (EI): attraction and passion through desire and confidence through control. These paths are assessed by partial least-squares structural equation modeling in a sample of 650 undergraduates from Poland, Turkey and Portugal.FindingsThe most effective way by which EE may increase EI is by promoting a favorable change in the attractiveness of the entrepreneurship career. Contrary to expectations based on the literature, the effects of EE on perceived behavioral control are weak and limited to aspects related to financial control.Practical implicationsEE programs should consider desire and control in different phases of training, with the following learning outcomes: explore prospective rewards of an attractive entrepreneurial career, develop self-efficacy regarding management competences and gain control by assuring skills to cope with failure.Originality/valueTo the best of the authors’ knowledge, this study is the first to establish a path from EE to EI through passion and desire. It is also the first to consider entrepreneurial passion as a positive anticipated emotion in the model of goal-directed behavior. The results allow to relate the different paths with different learning outcomes of EE programs.

The distribution, integration and practices of university accelerators in Malaysian higher education institutions

PurposeThis study investigates the distribution, integration and practices of university accelerators in higher education institutions of a developing country. Next, this study proposes a pedagogic mode that combines theoretical and experiential learning to enhance higher education institutions’ ability to co-create and deliver an entrepreneurial learning environment for its students, graduates, and academic staff.Design/methodology/approachThis study applied a multi-methods design. The quantitative design collected secondary data of entrepreneurship education programmes and university accelerators by browsing websites of 39 Malaysian higher education institutions in June 2023. The qualitative design collected primary data in the form of narratives of practices of university accelerators and secondary data in the form of descriptions of practices of university accelerators from selected exemplar entrepreneurial universities.FindingsTwenty-five higher education institutions, consisting of 15 public higher education institutions and 10 private higher education institutions, have some form of university accelerator initiatives. However, there is a lack of evidence to suggest integration of entrepreneurship education programmes and university accelerators in Malaysian higher education institutions, with the exception of a few higher education institutions. Lastly, this study found heterogeneity in the characteristics and outcomes of different university accelerators in Malaysian higher education institutions.Research limitations/implicationsThis study is exploratory and subjected to the availability and accuracy of published information on the websites and in the reports of Malaysian higher education institutions surveyed.Originality/valueThis study contextualises university accelerators in a developing country where this type of research is scarce and contributes to the body of knowledge by replicating prior empirical analyses.

Digital Competencies of Students Towards the Development of Intergenerational Family Business

Abstract The development of entrepreneurial education programs in universities have a positive impact on the intentions of students to run their own businesses. The aim of the article is to demonstrate that the generation's digital competencies could play an essential role in the development of intergenerational family businesses. The third-generation family members have grown up with technology and possess a unique set of skills and knowledge that can be leveraged to modernize and improve their family business. Research was carried out in 2023 at the University of Ruse with 434 learners. The study shows that students' intention to become entrepreneurs is significantly altered as a result of the acquisition of basic digital skills and competencies.

Unveiling The Effect of Entrepreneurship Education, Curriculum and Lecturer Competency Toward Grit Entrepreneurial (Evidence: Higher Education Student in Bandung)

This study aims to unveil the effect of entrepreneurship education, curriculum, and lecturer competency on entrepreneurial grit among higher education students in Bandung. The research employs a quantitative approach, utilizing questionnaires as the primary data collection instrument. A total of 83 respondents, all higher education students in Bandung, participated in the survey. The data were subjected to statistical analysis to determine the impact of the three variables on entrepreneurial grit, defined as the perseverance and passion for long-term goals in entrepreneurship. The results of the analysis indicate that the curriculum does not have a significant influence on entrepreneurial grit. This suggests that the structure and content of the curriculum alone may not be sufficient to cultivate the necessary traits for entrepreneurial success. On the other hand, entrepreneurship education and lecturer competency were found to have a positive and significant impact on entrepreneurial grit. This underscores the importance of well-designed entrepreneurship education programs and the crucial role of competent lecturers in fostering and nurturing entrepreneurial qualities in students. These findings provide valuable insights for educational institutions aiming to enhance their entrepreneurship programs. By focusing on the quality of entrepreneurship education and the competencies of their lecturers, institutions can better support the development of entrepreneurial grit among their students. This study highlights the need for a more holistic approach to entrepreneurship education, where both the content and delivery by skilled educators are given priority to effectively cultivate future entrepreneurs.

Designing and Delivering a Cross-Campus Entrepreneurship Education Program

Designing and Delivering a Cross-Campus Entrepreneurship Education Program