Entrepreneurship Education Programs Research Articles

창업역량이 창업행동에 미치는 영향

Objectives This study aimed to examine entrepreneurial capability has an impact on entrepreneurial behavior, and to confirm whether entrepreneurial education and entrepreneurial experience·experience on entrepreneurial activities have a mediating effect in the process. Methods Entrepreneurial capability was assumed as an independent variable, entrepreneurial behavior was assumed as a dependent variable, and entrepreneurial education and entrepreneurial experience·experience on entrepreneurial activities as mediating variables. To do this, a mediation model analysis was conducted through the responses of 297 learners from 14 universities who performed the KDB entrepreneurial education program conducted by the Korea Entrepreneurship Foundation. Results According to the analysis, entrepreneurial capability had a positive effect on entrepreneurial behavior. In addition, entrepreneurial capability was found to have a positive effect on entrepreneurial behavior, through entrepreneurial education. However, no significant mediating effect was observed between entrepreneurial capability and entrepreneurial behavior through entrepreneurial experience·experience on entrepreneurial activities. Conclusions The results of this study support previous research by confirming the effectiveness of entrepreneurial capability in positively influencing entrepreneurial behavior. Furthermore, it is significant to examine and confirm the mediating effects of entrepreneurial education and entrepreneurial experience·experience on entrepreneurial activities on the relationship between entrepreneurial capability and entrepreneurial behavior. The identification of entrepreneurial education as a mediating variable in the process where the effects of entrepreneurial capability manifest holds academic and practical significance.

Attributes and Entrepreneurial Intention in University Students of Electrical Engineering and Computing Sciences

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article analyzes the elements that determine entrepreneurial intention (EI) in electrical and computer engineering students of a private university in <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Ecuador. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background: There is a lack of studies examining the EIs of university students in electrical engineering and computing sciences, where EI is influenced by elements, such as personal attributes, the student’s social assessment of the characteristics of entrepreneurs, and the perception of professions in society, including business activity. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Questions: Are personal attributes positively associated with EI? Is the EI of university students influenced by social profession valuation? Is the EI of university students influenced by perceptions of several attributes of the entrepreneur? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology: A questionnaire was administered to 570 students to test the model, and a structural equation model from partial least squares (PLS) was used. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> The results positively associate personal attributes, in addition to factors, such as gender and family, with EI. On the other hand, the social valuation of the entrepreneur in the profession and the social valuation of the entrepreneurs’ characteristics do not have a relationship with EI. The results suggest promoting the personal attributes of students through entrepreneurship education programs, linking the presence of entrepreneurs in academic activities and the transfer of knowledge from the university to the business sector, thus strengthening the entrepreneurial profile among students and increasing the positive image of entrepreneurs.

Impact of Entrepreneurship Education Programs at University: Quasi-Experimental Evidence

Impact of Entrepreneurship Education Programs at University: Quasi-Experimental Evidence

Assessing impact of a Mandela Washington Fellowship Institute for African entrepreneurs

The development of Sub-Saharan Africa (SSA) has been slow compared to the rest of the world, and a lack of investment in human capital development emerges as a prevalent reason. Oklahoma State University provided a six-week-long entrepreneurship education program (EEP) for participants from SSA; many had agricultural or food businesses. Approaches to entrepreneurship education is a well-debated topic in the literature, including how best to evaluate such. We conducted a study in which 12 entrepreneurs were interviewed about nine months after the program’s end. Transcripts were analyzed using Epoche, horizontalization, phenomenological reduction, and imaginative variation. Themes, sub-themes, and an essence emerged. The themes were improvements, changes, and challenges to their business models; self-improvement and empowerment; and social change. Building the capacity of socially responsible entrepreneurs for a new Africa was the phenomenon’s essence. Future research should assess the impact of business knowledge attainment on the long-term success of entrepreneurs and identify learning experiences motivating them to practice social entrepreneurship. EEPs should stress rigor and an ethos of accomplishment, conduct site visits, and provide opportunities for community service. Interventions to negate the marginalization frequently experienced by women entrepreneurs in developing contexts are also discussed.

대학 창업마이크로콘텐츠 운영현황 및 수요조사 사례 연구

Recently, universities are trying to foster young entrepreneurs through the active introduction and activation of various entrepreneurship education and support programs, and to this end, they are actively introducing entrepreneurship micro-contents that reflect consumer demand and trends of the times. This study aims to present implications for the development and utilization of domestic micro-contents in the future by investigating the operation status and development demand of startup micro-contents operated by 22 universities in the Busan area.First, in terms of the will and direction of development of start-up micro-contents, the will and necessity of development of start-up micro-contents have been low so far, so active awareness improvement is needed in the future, and it was investigated that interest in the topics of start-up practice and idea discovery is high. Second, college students In terms of the necessity and effectiveness of entrepreneurship education, there is an active demand for institutional improvement measures that can utilize entrepreneurship microcontents in connection with regular subjects. It is necessary to secure and secure, and it is judged that it is necessary to contribute to the exchange and networking of the local startup ecosystem based on the change in interest and perception of members such as the university headquarters.

How Effective Is Entrepreneurship Education in Schools? An Empirical Study of the New Curriculum in Spain

This research analyzes the results of an entrepreneurship education program focused on knowledge and attitudes in 1036 students of secondary education, high school, and vocational training, differentiated into two groups, control and experimental. It analyzes the outcomes after incorporating entrepreneurship content into the school curriculum and participating in a program of entrepreneurial potential, which develops creativity, leadership, personal control, achievement motivation, and problem-solving. Non-parametric statistics were used to assess the influence of the acquisition of entrepreneurial knowledge on the gender, age, school ownership, and socio-educational level of the parents. This study shows that students with a positive attitude towards entrepreneurship improve their entrepreneurial knowledge and that the impact is more significant if they participate in the specific program. The results are not significant for the variables gender, school type, and parents’ level of education, but they are significant for age and school level. The effectiveness of including content on entrepreneurship in the curriculum and the specific program is ratified. It is proposed to reinforce education in entrepreneurial knowledge that strengthens the students’ identity and future entrepreneurial intention.

Does entrepreneurship education in China develop entrepreneurial intention? the role of self-efficacy and experience.

Entrepreneurship education has attracted much attention in recent years. However, the relationship between entrepreneurship education and entrepreneurial intention has not achieved an agreement yet. To reconcile these conflicting conclusions, we explore the effect of entrepreneurship education on entrepreneurial intention from the content of the entrepreneurship education programs and different types of individuals who have participated in the program. Leveraging the self-efficacy theory and event system theory, we examine the mediation of entrepreneurial self-efficacy from five dimensions and the moderation of entrepreneurial experience. The sample of this study comprised 243 individuals who participated in entrepreneurship education in China (female = 40.3%, The majority of responders with an age range from 21 to 30 years). The results reveal that entrepreneurship education has a significantly positive influence on entrepreneurial intention (β = 0.331, p < 0.001). Entrepreneurial self-efficacies in searching (β = 0.382, p<0.001), planning (β = 0.249, p<0.001), and marshaling (β = 0.134, p<0.05) play mediating roles in the relationship between entrepreneurship education and entrepreneurial intention. We also find that entrepreneurial experience negatively moderates the relationship between entrepreneurship education and entrepreneurial intention (β = -0.212, p<0.05). The results have implications for entrepreneurship education scholars and policymakers in China.

The Effect of an Interdisciplinary Entrepreneurship Education Program on Students’ Entrepreneurial Intention

The effect of Entrepreneurship education on students' Entrepreneurial Intention is well recognized. It goes beyond traditional business education by incorporating multidisciplinary approaches. Nevertheless, some researchers have found that this relation was sometimes seen as not significant, ambigious and negative. Thus, the aim of this study is to test the effect of an Interdisciplinary Program of Entrepreneurship Education on students' Entrepreneurial Intention. Accordingly, a quantitative research was directed with 285 students of Entrepreneurship Research and Professional Master. Data were collected via direct visit to universities and analysis using Structural Equation Modeling through AMOS software. As a result, Entrepreneurship Education Dimensions, respectively, Content Integration and Collaboration have shown significant and positive effects on Student’ Entrepreneurial Intention elements, respectively, the desire to be entrepreneur and the intended Personality Traits. Actually, the Program was qualified as interdisciplinary and students approved a great Desire to be entrepreneur, where they are seeing themselves as qualified to be entrepreneur and having the needed Personality Traits. However, the main handicaps they have expressed that they are looking to get more business experience.

Entrepreneurial Self-Efficacy and Competitive Advantage of SMEs in Bayelsa State, Nigeria

Purpose: This study examined the influence of entrepreneurial self-efficacy on competitive advantage of SMEs in Bayelsa State, Nigeria.&#x0D; Methodology: The study adopted a cross sectional survey research design. The population for this study was 300 owners/managers of small and medium scale enterprises in Bayelsa State that are registered with the Small and Medium Development Agency of Nigeria (SMEDAN). Primary data was collated using structured questionnaire. A sample size of 171 was obtained using the Taro Yamane sample size determination formula. The reliability of the instrument was achieved by the use of the Cronbach Alpha coefficient with all the items scoring above 0.70. The inferential statistics absorbed three parametric inferential tests-Pearson’s Product Moment Coefficient (PPMC), One Way Analysis of Variance (ANOVA) and Simple Regression Analysis. Pearson’s Product Moment Coefficient (PPMC) was used test the relationship between the variables, ANOVA was employed to test the differences in means of responses on the variables, while by means of simple regression, the study tested the effect of entrepreneurial self-efficacy on competitive advantage. The tests were carried out at a 0.05 significance level. &#x0D; Findings: Findings from the study revealed that entrepreneurial self-efficacy significantly influences competitive advantage of SMEs in Bayelsa State, Nigeria. In conclusion, the findings of this study demonstrate that entrepreneurial self-efficacy plays a significant role in influencing the competitive advantage of small and medium-sized enterprises (SMEs) in Bayelsa State, Nigeria. The study shed light on the importance of individuals' beliefs in their own abilities to effectively engage in entrepreneurial activities and how these beliefs impact the competitive positioning of their businesses.&#x0D; Recommendation: Therefore, the study recommends that there is need to encourage and support aspiring and existing SME owners to develop and enhance their entrepreneurial self-confidence. This can be achieved through entrepreneurship education and training programs, mentorship initiatives, and networking opportunities that focus on building self-belief, risk-taking abilities, and resilience.&#x0D;

문화예술 기업가적 역량 계발을 위한 이론적 모델 연구

This research aims to establish a framework for cultivating entrepreneurial skills in the arts and cultural sector. Viewing entrepreneurship as a skill that can be nurtured through targeted education and training, the study identifies specific skill sets relevant to arts and cultural entrepreneurship and proposes suitable course content for such education. To achieve this, a qualitative meta-analysis and additional content analysis of a broad spectrum of arts and cultural entrepreneurship research were conducted to compare and amalgamate infrequently cited entrepreneurial competencies. As a result, the study presents the creation of 'contextual competencies' and 'situational competencies' models. Based on these models, we suggest structuring educational content across three aspects: imparting “knowledge” about entrepreneurial practices, honing “skills” for executing entrepreneurial actions, and nurturing enduring entrepreneurial “attitudes”. The research ultimately offers a model for the development of entrepreneurial competencies in the arts and cultural sector, emphasizing the relationship between educational outcomes, objectives, and content. This model underscores the need for educational goals centered on the development of entrepreneurial skills in the arts and culture, and for the provision of contextual and situational competencies as educational content to foster competency-based learning among students. This model is intended to serve as a preliminary tool for understanding arts and cultural entrepreneurial skills and as a guide for the creation of arts and cultural entrepreneurship education programs.

Entrepreneurship Education Strategy at Salaf Islamic Boarding School: Case Study at Pesantren Darul Muttaqien Kendal

This study aims to execute the entrepreneurship education strategy implemented by Salaf Islamic boarding schools. This qualitative research collects data through interviews, observation, and documentation studies. Data were analyzed using the Miles and Huberman models. This research shows that the alleged educational pattern of the Salaf Islamic boarding schools which ignores worldly problems, in fact has a very systematic pattern of entrepreneurship education. The results of this study provide a clear explanation of how the entrepreneurship education system in Islamic boarding schools is very well coordinated. Santri who are at the age of children are given educational provisions in the character of honesty, leadership, understanding opportunities, and cooperation so that they are able to become entrepreneurs who bring benefits to all people. Interestingly, this kind of character education is delivered in Islamic ways, namely using the study of arba'in hadiths. Considering that entrepreneurship character education alone is not enough to produce talented entrepreneurs, students who are in their teens are also given training to be able to choose good raw materials, understand how and what objects must be produced, and even learn to market their products within the pesantren. Apart from that, the pesantren also provides facilities for adult students to master marketing techniques, with the aim that the products produced can be in demand and known by the wider community. The contribution of this research can be used as a guideline for Islamic boarding schools to formulate policies so that entrepreneurship education programs can be implemented optimally in Islamic boarding schools.

EVALUATION OF A SUMMER COURSE IN ENTREPRENEURSHIP FOR DISADVANTAGED HIGH SCHOOL STUDENTS

This paper overviews a pre-college entrepreneurial education program and examines its impact on entrepreneurial intention. The program, entitled the Think Like an Entrepreneur Summer Academy, aims at disadvantaged and underrepresented high school students and is developed by a public research university in the northeast USA. We analyzed the data from 154 graduates of the program and found a significant increase in entrepreneurial intention in the posttest compared to the pretest. The study adds to the literature on exploring and identifying the characteristics of pre-college entrepreneurial education interventions that help increase entrepreneurial intent and provides suggestions for future research, including comparing dropouts to graduates and exploring the interplay between entrepreneurial intention and entrepreneurial mindset.

Examining Entrepreneurship Education Program Experiences of Women Faculty Engaged in Biomedical Research

Examining Entrepreneurship Education Program Experiences of Women Faculty Engaged in Biomedical Research

Role of Entrepreneurship Education Program Triggers and Perceived Social Support in Student’s Entrepreneurship Intention Formation

Purpose: The research paper aims to understand the influence of specific triggers derived from entrepreneurship education programs (EEPs) on students’ intentions. Additionally, it extends the theory of planned behavior by including an additional construct of perceived social support (PSS) as a determinant of students’ entrepreneurship intention (EI). Methodology: A sample of 395 university students from the Indian state of Gujarat, who had previously attended EEPs, was selected. A convenient sampling method was employed to validate the scale, which was further refined using confirmatory factor analysis in the first stage and through the measurement model in Partial Least Squares Structural Equation Modeling (PLS-SEM) in the second step. Findings: The triggers derived from assessed EEPs had a significant impact on EI and its antecedents. While PSS did not have any significant impact on attitude, it did have considerable influence on perceived behavior control and subjective norms. Practical Implications: Universities should extensively address the trigger component in EEPs. It is the trigger derived from these programs that raises attitudes and intentions toward entrepreneurship. This article also confirms that PSS is essential for the development of EI, owing to which, policy support from government and universities does enhance the students’ enthusiasm to pursue sustainable entrepreneurship. Originality/Value: This research makes unique contribution to entrepreneurship literature by considering the role of ‘triggers’ that are acquired from EEPs because they raise the attitudes and intentions among students.

Impact of Entrepreneurship Education on Entrepreneurial Emotions among University Students

Entrepreneurship education can emotionally impact students by instilling excitement, curiosity, and self-efficacy, influencing their decision-making when considering entrepreneurship as a career path. Emotions are essential in shaping student involvement in entrepreneurship, especially during the early stages of beginning a business. Thus, this study was aimed at determining the impact of entrepreneurship education on entrepreneurial emotions among university students in higher education institutions. Purposive sampling was employed, targeting final-year undergraduate students from Malaysian public universities. A survey was administered to 453 students in their final year of study. Data were analysed using IBM SPSS 22 for descriptive analysis and SmartPLS 3.3.0 for testing hypotheses. The results revealed that entrepreneurship education and negative entrepreneurial emotions were modest, whereas positive emotions were high. This finding confirmed that fear is the greatest obstacle for students wanting to become entrepreneurs. Through exposure to entrepreneurship education, students’ entrepreneurial abilities and emotions to venture into business were significantly heightened. This suggests that entrepreneurship education was advantageous as it inspired students toward entrepreneurship. The findings of this study implied that curriculum planning committees prudently design syllabi at the university to incorporate theoretical and practical aspects within the entrepreneurship education programme. The curriculum structure should also emphasize relevant and applicable practicality in the real world.

The mediating role of big five traits and self-efficacy on the relationship between entrepreneurship education and entrepreneurial behavior: Study of Tunisian university graduate employees

The present paper aimed to explore the mediating roles of entrepreneurial self-efficacy and the big five personality traits in the relationship between entrepreneurship education and university graduate employees' entrepreneurial behavior. Structural equations modeling was applied to data collected through a survey questionnaire among 300 Tunisian employees with a university degree working in the private sector who participated in 2021 in an entrepreneurship education program provided by the Sfax Business Center, a Public-Private organization. The results demonstrate that entrepreneurship education, entrepreneurial self-efficacy, and the big five personality traits affect entrepreneurial behavior positively. Moreover, entrepreneurship education has a positive effect on self-efficacy and the big five personality traits. The findings also show a significant partial mediation of self-efficacy and the big five personality traits on the relationships between entrepreneurship education and entrepreneurial behavior.

Examining the Relationship between Entrepreneurship Education and Job Creation in China's Post-Pandemic Economy

This conceptual paper examines the relationship between entrepreneurship education and job creation in China's post-pandemic economy. It provides a background and context of China's post-pandemic economy, highlighting the impact of the pandemic and the recovery efforts made. The significance of entrepreneurship education in economic development is discussed, emphasizing its role in fostering entrepreneurial skills and mindset. The paper explores the overview of entrepreneurship education initiatives in China, analyzes the impact of entrepreneurship education on job creation, and identifies factors influencing the effectiveness of entrepreneurship education programs in this regard. It also provides policy implications and recommendations for integrating entrepreneurship education in national economic strategies and fostering collaboration between academia, government, and industry. The challenges and future research directions are discussed, addressing the limitations of the study, unresolved questions, and potential biases, and suggesting avenues for further research.

Can Entrepreneurship Education and Personality Encourage Students to Become Entrepreneurs?

ABSTRACT Entrepreneurs are business people who remarkably contribute to the country's economic growth. The growing intention and interest in entrepreneurship will create new jobs, innovative products, and services. Entrepreneurial intent is essential in motivating students to pursue careers as entrepreneurs in their professional lives. This study aims to understand students' entrepreneurial intentions by analyzing the influence of entrepreneurship education and personality. Moreover, the conceptual framework built in this study used the theory of planned behavior (TPB) integrated with entrepreneurship education and individual personality. Data were collected using purposive sampling of students of the undergraduate entrepreneurship program. The structural equations were tested using WarpPLS software. The findings revealed that education regarding entrepreneurship and personality impacts subjective norms and attitudes. Furthermore, all the elements of the theory of planned behavior influence entrepreneurial intention. As a result, entrepreneurship education programs should cover management courses to improve business competency and develop positive emotions toward entrepreneurship.

Embedding entrepreneurship education in non-business courses: A systematic review and guidelines for practice

The past decade has seen increased interest in entrepreneurship education outside business schools, driven both by changes in market demand and governmental policies. This has led to an expansion of embedded entrepreneurship education, where entrepreneurship is included as part of existing, non-business courses. Using the context-intervention-outcome-mechanism framework, we systematically review 33 cases of embedded entrepreneurship education programs to understand where, how, and with what outcomes such initiatives were implemented. Our analysis identifies four mechanisms, which explain how embedded entrepreneurship education functions: individual, team-based, organizational, and multi-organizational. Our analysis points to three key recommendations for embedded entrepreneurship education practice and three related avenues for future research: considering program scalability, intended outcomes and misaligned pedagogical models, and contextual diversity.

Framework for Undergraduate Entrepreneurship Education in Australia: Preliminary Exploration

This study investigates engagement activities higher education institutions have been providing to develop a learning culture as well as entrepreneurship skills for undergraduate entrepreneurship education learners in Australia. This research is intended to explore changes and adjustments made in the curriculum of undergraduate entrepreneurship education programmes in selected higher education institutions in Australia due to uncertainties caused by COVID-19. We focused on six Australian universities offering undergraduate entrepreneurship programmes, which were purposefully chosen. Data and information were gathered from the universities’ websites, documents available from the same source, the universities’ structure of engagement activities, and their curriculum. Previous literature was referred to for models already proposed and executed. By considering the COVID-19 crisis as well as similar types of future uncertainties, the study has identified the necessity of implementing open innovation and experiential learning models in a blended environment and having strong IT infrastructure for sustainable industry-university collaboration to facilitate a learning culture and develop entrepreneurship skills in undergraduate entrepreneurship education learners in Australia.