Entrepreneurship Education Programs Research Articles

THE INFLUENCE OF ENTREPRENEURSHIP EDUCATION ON THE SUCCESS OF ETHNIC ENTREPRENEURS IN HWANGE DISTRICT, ZIMBABWE

The study explored the impact of entrepreneurship education on the success of ethnic entrepreneurs in Zimbabwes Hwange District. It uses a mixed-methods approach and a pragamatism perspective, involving 216 participants. The results reveal varied opinions on the relationship between education and entrepreneurship success. The study suggests continuous evaluation and enhancement of entrepreneurship education programs to address unique challenges faced by ethnic entrepreneurs. Further research is needed to improve understanding.

Self-Selection into Entrepreneurship Education and Implications for Evaluation

Entrepreneurship is a driving force for economic wealth. In past years, interest and investment in entrepreneurship education and training programs have increased substantially. However, research on the impact and success factors of entrepreneurship education remains ambivalent. While some studies find that entrepreneurship programs foster skills relevant for entrepreneurs, others find only weak or no effects. Part of this ambiguity may be explained by self-selection effects, raising the question of whether students interested in entrepreneurship education are upfront different from those who are not. Understanding this is important to choose adequate control groups when evaluating entrepreneurship education. We address this research gap by testing our hypothesis on a sample of 359 non-applicants and 495 applicants of a well-known and successful entrepreneurship program for university students in Germany. The dedicated application process allows us to clearly identify candidates who knew the program and decided against applying. Our results indicate that applicants are more “ entrepreneurial” than non-applicants along several dimensions frequently used to evaluate entrepreneurship education. Additional analyses reveal statistically significant a priori differences between male and female applicants. This suggests that researchers must pay rigorous attention to selecting suitable control groups when evaluating the impact of entrepreneurship education.

Factors Affecting Entrepreneurial Intention of Higher Diploma Students in Hanoi-Vietnam

Purpose: The purpose of this study is to investigate the factors influencing the entrepreneurial intention (EI) of Higher Diploma (HD) students in Hanoi, Vietnam, addressing a notable gap in the literature regarding this specific demographic.   Design/methodology/approach: Surveys were conducted using both web-based platforms, such as Google Forms, and distributed questionnaires. In total, 411 valid responses from HD students in Hanoi were collected. A convenient sampling method is utilized, considering the distribution of students across various demographic variables to ensure the reliability and representativeness of the study. The Theory of Planned Behavior (TPB) was employed. Multiple regression in SPSS is used to analyze the collected data.   Results and discussions: The analysis results unveiled that all scrutinized factors, including Attitude Toward Behavior, Perceived Behavioral Control, Subjective Norm, Entrepreneurial Self-Efficacy, Closer Valuation, and Social Valuation, exerted a positive and substantial influence on HD students' Entrepreneurial Intention (EI). Notably, the six factors collectively accounted for 40.6% of the variance in entrepreneurial intention observed among the respondents.   Research Implications: The findings hold valuable implications for policymakers, educators, and stakeholders, guiding the development of targeted interventions aimed at fostering entrepreneurship among HD students. By leveraging these insights, they can design tailored initiatives to promote entrepreneurship, potentially leading to enhanced economic development in Vietnam.   Originality/Value: The findings provide valuable insights for educators, policymakers, and stakeholders involved in entrepreneurship education and support programs, helping them tailor interventions to effectively cultivate an entrepreneurial mindset among HD students. Furthermore, the study adds to the broader understanding of the psychological and social factors that shape entrepreneurial intentions, contributing to the advancement of knowledge in the field of entrepreneurship research.

Drivers and inhibitors of entrepreneurship in Europe's Outermost Regions: Implications for entrepreneurship education

Governments of peripheral regions often seek to encourage entrepreneurship as a means of bolstering employment, typically charging higher education institutions with the task of delivering this mission through their entrepreneurship education programmes. This study investigates the drivers and inhibitors of entrepreneurial intentions among young people in Madeira, a semi-autonomous outlying region of Portugal. Data were collected from 352 final-year undergraduate students on management, economics and tourism courses. The adaptive Least Absolute Shrinkage and Selection Operator method was then applied to select the best predictors from among a large pool of potential covariates. The results found that students with less access to start-up finance and a greater fear of failure tended to have the least entrepreneurial intentions. Children of entrepreneurs had significantly stronger intentions to become entrepreneurs themselves. Entrepreneurial intention also increased significantly with the student's age. The paper concludes that entrepreneurial education providers in island economies firstly need to change the narrative that young people in peripheral regions receive about becoming entrepreneurs, particularly with regard to the greater vulnerability to business risks (the ‘island penalty factor’), and secondly should provide practical support to students who do not have access to family business networks (a possible ‘island bonus factor’).

Entrepreneurial Education of Russian Universities' Students as a Way to Form Agency

  The number and variety of entrepreneurship training programs in universities is growing around the world. At the same time, there is no consensus in the research field on what the future entrepreneur should be taught and how to measure the effectiveness of such training.  One of the points of view suggests that the result of teaching entrepreneurship at a university should be the formation students' "agency" - the ability to purposefully change the environment through their own entrepreneurial project.  However, at this stage, there is no agreement in the scientific and educational community on what indicators can be included in the corresponding construct, so that a reasonable conclusion can be drawn whether agency is formed in the process of entrepreneurial learning.  This article attempts to answer this question by conducting interviews with graduates of the leading entrepreneurship education programs that have been implemented both in Russian universities (formal sector, 64 interviews)) and in the informal sector of student education (24 interviews).  In this study, students' internal attitudes related to understanding the essence of entrepreneurial activity were studied, and these attitudes were compared with the theoretical construct of agency in its interpretation, presented in a series of earlier works by HSE staff (Sorokin P.S. et al.).  In the empirical part of the study, it was confirmed that the internal attitudes of students who have completed entrepreneurial training and successfully implemented their entrepreneurial project do indeed correspond to the theoretical framework of agency.  The main contribution of this article is the development of agency indicators in relation to entrepreneurial learning and the justification of their applicability for assessing the results of educational programs.

A Study on Entrepreneurial Inclination and Characteristics of Students of Civil Engineering in Nepal- A Case Study of Himalayan Institute of Science and Technology (HIST), Nepal

A study conducted at the Himalayan Institute of Science and Technology (HIST) in Nepal explored entrepreneurial inclinations and characteristics among Civil Engineering students, aiming to achieve three objectives. Firstly, the study assessed entrepreneurial inclination among these students. Secondly, it examined demographic factors associated with entrepreneurial tendencies. Lastly, it identified and analyzed perceived entrepreneurial traits among engineering students. The study included students from all years of the Civil Engineering program, with over 80% responding to a questionnaire survey. Demographic analysis revealed a male majority across all age groups, with a significant portion falling within the 18-24 age range. Most fathers were engaged in occupations categorized as "Other," while mothers predominantly fell into the same category. Limited representation was observed in government sectors for both parents. Student engagement in extracurricular activities varied, with a notable increase in entrepreneurial activities among older age groups. T-test results highlighted gender disparities in certain areas, although both male and female students demonstrated entrepreneurial tendencies. These findings underscore the importance of entrepreneurial education and inform future research and policy decisions. T-test analyses further revealed nuanced insights into age groups and entrepreneurial aptitude, suggesting the need for tailored educational approaches. Successful entrepreneurship was associated with higher scores in networking, leadership, time management, and sales/marketing skills. The study emphasized the significance of adaptability, resilience, customer orientation, and efficient time management in entrepreneurship. These insights can inform entrepreneurship education programs, emphasizing key characteristics and addressing diverse perceptions among aspiring entrepreneurs. Further research is recommended to explore the underlying factors contributing to age-related entrepreneurial differences

Optimization of Resource Allocation of University Innovation and Entrepreneurship Education Based on Collaborative Filtering Algorithm

Entrepreneurship education resource allocation involves the strategic distribution of resources to support programs and initiatives aimed at fostering entrepreneurial skills and mindset among students. These resources can include funding, faculty support, curriculum development, mentorship opportunities, and access to networks and facilities. Effective resource allocation ensures that entrepreneurship education programs are adequately equipped to provide students with the knowledge, skills, and support needed to succeed as entrepreneurs. By prioritizing resource allocation to areas such as experiential learning, incubation spaces, and networking events, institutions can create a vibrant ecosystem that nurtures innovation and encourages entrepreneurial ventures. This paper presents an innovative approach to optimizing the resource allocation of university innovation and entrepreneurship education through the application of a collaborative filtering algorithm, enhanced by Flemingo Optimized Collaborative Filtering Classification (FOCFC). The study aims to address the challenge of efficiently allocating resources such as funding, mentorship, and infrastructure to support innovation and entrepreneurship initiatives within universities. Through simulated experiments and empirical validations, the effectiveness of the FOCFC-enhanced collaborative filtering algorithm is evaluated in recommending resource allocations tailored to the unique needs and preferences of students and entrepreneurial ventures. Results demonstrate significant improvements in accuracy and efficiency compared to traditional methods, with the FOCFC model achieving a precision rate of 95% in recommending resource allocations. Additionally, the model provides valuable insights into emerging trends and opportunities in the innovation and entrepreneurship ecosystem, enabling universities to adapt their resource allocation strategies proactively. These findings highlight the potential of collaborative filtering algorithms with FOCFC in optimizing resource allocation for university innovation and entrepreneurship education, fostering a supportive and conducive environment for entrepreneurial success.

The influence of creativity and learning motivation on entrepreneurial intentions of fisheries vocational high school students

The fisheries department is one of the expertise programs in Vocational High Schools (VHS). Learning motivation towards the entrepreneurial intention of VHS students majoring in fisheries is still low. This is supported by the fact that some students do not know the relationship between entrepreneurial intentions and learning motivation, which can arouse students' intentions for entrepreneurship. Therefore, this research aims to see the effect of creativity and learning motivation on the entrepreneurial intentions of VHS students majoring in fisheries. This research is ex post facto research with a quantitative approach because the data is generated in the form of numbers and analyzed based on statistical analysis. The sample in this research was 100 students, and the sampling technique used was purposive sampling. The data analysis technique used is multiple regression analysis. The results of this research explain that creativity has an influence on entrepreneurial intentions, and learning motivation has an influence on entrepreneurial intentions. This is evidenced through the results of the t-test where the sig value obtained is 0.003, whose value is much smaller than 0.05 (0.001 0.05) and the t-count is greater than the t-table (2.614 1.984), so it can be said that creativity has an influence on entrepreneurial intention, as well as the learning motivation variable where the t-count value is greater than the t-table (2.679 1.984). This research contributes to the literature by providing insight into the role of creativity and learning motivation in shaping student entrepreneurial intentions, which can inform the development of entrepreneurship education programs and policies.

체험형 사회적 창업교육 참여자의 사회적 창업의도 예측요인

Social entrepreneurs play a crucial role in addressing entrenching societal problems that are difficult to solve at the individual level. To cultivate future social entrepreneurs, institutions increasingly provide experiential education programs where participants engage directly in social entrepreneurial activities. This study aims to identify psychological factors influencing the development of social entrepreneurial intentions among participants in such programs. Highlighting the challenging nature of a social entrepreneurial career, we propose that participants' learning goal orientation, meaning at work, and bottom-line mentality climate perception shape their intentions to become social entrepreneurs. We collected and analyzed two-wave survey data from 149 university students participating in an intensive experiential social entrepreneurship education program in South Korea. Results indicate that learning goal orientation positively affects meaning at work, which in turn, enhances social entrepreneurial intentions. Furthermore, bottom-line mentality climate perceptions moderate the positive relationship between learning goal orientation and meaning at work, as well as the positive effect of learning goal orientation on social entrepreneurial intentions via meaningful work. This study has several significant implications. First, it proposes and demonstrates that individual participants' learning goal orientation and meaning at work serve as predictors of the development of social entrepreneurial intentions during an experiential entrepreneurial education program. In doing so, it sheds light on the critical role of psychological variables in influencing the outcomes of entrepreneurial education. Second, the study reveals the negative effects of bottom-line mentality climate perception on shaping social entrepreneurial intentions, suggesting the necessity for educational frameworks that incorporate environmental contexts. Finally, this research offers evidence-based insights that educational institutions, policy-makers, and business leaders can utilize in devising strategies and systems to nurture the next generation of social entrepreneurs.

Does Entrepreneurship Education Deliver? A Review of Entrepreneurship Education University Programmes in the UK

The student is a consumer of education and is motivated by their graduate outcomes. Entrepreneurship provides the opportunity for substantially greater graduate outcomes, but does it deliver? This paper reviews the undergraduate bachelor Entrepreneurship Education Programmes (EEPs) offered by universities in the UK. It explores the active and engaged approaches to learning through the module themes offered and considers the challenges of using routinely collected data to understand the impact of these programmes. By using data which is publicly available, we build a national viewpoint on the subjects that lead to greater continuation, student satisfaction and earning potential. The results of this study provide five key insights about EEPs. First, they focus mainly on entrepreneurship but lack a high proportion of entrepreneurship-specific modules. Comparative analysis with other disciplines is needed for context. Second, the number of entrepreneurship modules generally increases throughout the programme, but researchers face challenges such as ambiguous module naming. Third, EEP students show lower satisfaction than those studying for other business degrees, indicating a potential impact of unique pedagogies. Fourth, higher EEP continuation rates are not evident, although this may be mitigated by more selective entry requirements. Finally, EEP graduates have higher employability rates than their business degree counterparts but lower initial earnings, reflecting their entrepreneurial career paths. From this work, we identified a range of calls for further research and suggestions for practice.

Навыки как результат обучения предпринимательству в России: спрос и предложение

The article looks at the two dimensions of skills, namely skills that entrepreneurs need and skills that can be obtained as a result of entrepreneurship education. The authors consider skills using two approaches: the Human Capital theory including the distinction between general and specific capital, and the typology by Dobryakova and Froumin which involves the distinction of three types: competence of thinking, competence of interaction with other people, and competence of interaction with oneself. The empirical material is based on a unique sample of respondents who have both entrepreneurial experience and experience in entrepreneurship education in one of the programs in Russia. The empirical base of the study consists of 82 semi-structured interviews with respondents from 9 educational initiatives aimed at entrepreneurship education. The data was collected using the method of semi-structured interviews. The authors have identified a gap between the skills that entrepreneurs need and the skills acquired in entrepreneurship education programs. Respondents have a more pronounced demand for general human capital, while their experience in education was focused primarily on the development of specific capital. Respondents have a request for general skills, for example, for competence in interacting with themselves (self-regulation skills, self-control), but they are taught more specific skills: accounting skills, programming skills, the skill of building/describing a business model. The results indicate the need for significant improvement of entrepreneurship education programs in order to more fully take into account the practical demand for skills.

Lifelong Educational and Decolonization Programs for the Batwa Indigenous People of Southwestern Uganda

This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission

Entrepreneurship Education, Intention and Self -Efficacy of Chinese College Teachers

This research investigates the connection between entrepreneurship education, intention, and self-efficacy among Chinese college teachers. The study aims to understand how entrepreneurship education influences the entrepreneurial intentions and self-efficacy beliefs of college teachers in China. A quantitative research approach particularly descriptive research was employed, utilizing surveys to collect data from a sample of Chinese college teachers. The survey included measures of entrepreneurship education, entrepreneurial intention, and self-efficacy across various dimensions. Statistical analyses, using non-parametric tests, were conducted to explore the relationships between these variables. Findings from the study contribute to both theoretical understanding and practical implications in the field of entrepreneurship education. By examining the specific context of Chinese college teachers, the research sheds light on the nuanced dynamics of entrepreneurial intention and self-efficacy within the academic community. The results offer valuable insights for policymakers, educators, and stakeholders involved in designing and implementing entrepreneurship education programs tailored to the Chinese higher education landscape. However, the findings reveal no significant associations between entrepreneurship education, entrepreneurial intention, and self-efficacy among Chinese college teachers. Specifically, participation in entrepreneurship education programs do not positively influences teachers' intentions to engage in entrepreneurial activities and enhances their confidence in their entrepreneurial abilities. These results underscore the importance of integrating entrepreneurship education into professional development programs for college teachers in China, as it can play a crucial role in fostering entrepreneurial attitudes and behaviors among educators. The implications of these findings for policy and practice in higher education are discussed, highlighting the importance of promoting entrepreneurial education initiatives to support innovation and entrepreneurship ecosystems within Chinese universities.

Development and State of the Art of Entrepreneurship Education: A Bibliometric Review

Entrepreneurship education (EE) plays a vital role in fostering an entrepreneurial culture and promoting the growth of the small- and medium-sized business sector in a nation. Research on EE has advanced extremely rapidly in the last two decades. These changes are evident not only in the quantity of published works but also in the evolving methods of academic communication, the rise of emerging nations as prominent contributors to EE research, and the shifting areas of focus in study themes. This current study aims to provide a comprehensive picture of these processes based on a big-data-centred bibliometric analysis of a corpus of 3787 articles that appeared in the Web of Science literature database. The bibliographic metadata was analysed using Biblioshiny, CitNetExplorer, and VOSviewer. To understand the most significant development trends, researchers employed the triangulation method, which included scientific mapping and epistemological analysis in addition to standard tools of bibliometric analysis. This has led to the identification of some study needs. First, improving EE methods in secondary school curricula; second, EE in adult education and the practicality of the findings for andragogy; third, EE in least developed countries and its unique challenges; fourth, combining EE with internet-based, innovative training and education approaches like gamification and simulations; fifth, EE’s role and methodological development in societal economic integration; and sixth, women’s unique EE requirements. On top of that, this study provides the basis for policymakers and practitioners to consider incorporating entrepreneurial education programmes, which can help to create a prosperous entrepreneurial ecosystem.

YOUNG FEMALE ENTREPRENEURIAL ORIENTATION IN A CONTEXT OF CRISIS. THE CASE OF A DEVELOPING COUNTRY

Entrepreneurship serves as a catalyst for economic development, particularly during crises, as it fosters economic resilience through the establishment of new enterprises and the creation of employment opportunities. Women possess a significant entrepreneurial potential, and nurturing this potential could empower women to contribute substantially to sustainable economic growth. This paper investigates the relationship between the entrepreneurial orientation (EO) of female students in Cluj-Napoca and their entrepreneurial intention (EI). Given the current context of crisis (marked by a post-pandemic situation, Ukraine war, energy crisis and high inflation) we have also studied its impact on the entrepreneurial orientation. To achieve these research objectives, we have employed a questionnaire-based survey among 231 female students from Cluj-Napoca enrolled in all three levels of study (bachelor, master, and PhD). The results show that the entrepreneurial orientation of students (as a unidimensional construct) has a significant influence on their entrepreneurial intentions. Among the five investigated EO dimensions (risk-taking, innovativeness, proactiveness, passion and perseverance), it was found that only passion influences significantly the EI. It was also found that the current crisis is a factor influencing the entrepreneurial orientation of female students. Our study contributes to the body of literature in gender studies and entrepreneurship studies by testing two newly proposed EO dimensions: passion and perseverance. The practical implications of our research consist in recommendations for educational institutions and policymakers for designing more effective entrepreneurship education programs and support policies for women pursuing an entrepreneurial career.

Entrepreneurial Socio-psychological Adjustment and Employment Opportunity Identification of Business Education Students in Ignatius Ajuru University of Education

The study examined the relationship between entrepreneurial socio-psychological adjustment and employment opportunity identification among business education students at Ignatius Ajuru University of Education. Two objectives—research questions and hypotheses—guided the study. A correlation survey research design was adopted. The population of the study was 365 final-year undergraduate Business Education students in the 2021–2022 academic session, with a sample size of 320 students, which is an 88% return rate. Two different sets of questionnaires were used for data collection. The copies of the questionnaires were validated by three experts: two business educators and one psychometrician. The reliability of the instruments was established, and the computations yielded coefficient indexes of 0.81 and 0.89 for entrepreneurial socio-psychological adjustment and employment opportunity identification, respectively. The research questions and hypotheses were answered and tested using Pearson Product Moment Correlation (PPMC), respectively, at the 0.05 level of significance. The study exposed the fact that assimilation and integration relate to employment opportunity identification. The study recommended that the stakeholders who are saddled with the core responsibility of planning and executing the curriculum of the entrepreneurship education program should systematically review the curriculum in order to accommodate the concept of assimilation and integration as a component of entrepreneurial socio-psychological adjustment into the program.

Maximizing employability and entrepreneurial success: a training program for highly skilled seniors transitioning into freelance consulting

This paper provides insights into the impacts of a self-employment and entrepreneurship education program for high-skilled long-term unemployed workers aged 45–65 in France during the COVID-19 pandemic. The training program involves individual tutoring, synchronous online classes and lead generation workshops with a freelancing project to design and present to a committee. We studied the impact of the training through an adapted version of the CHEERS questionnaire sent to the trainees six months after the training completion. In contrast to the previous literature, we show promising results for this kind of training. Our results show that this training program not only helps people to start a freelancing career but also prepares many of them to find an employee position after a long period of unemployment. We have also been able to identify the main characteristics of the jobs obtained afterwards that matter to high-skilled senior workers and to describe five trainee profiles through a cluster analysis: (1) enthusiastic but not confident, (2) quick return to salaried employment, (3) focused on freelancing, (4) demanding and disappointed elders, and (5) struggling with business tasks.

An Analysis of the Economic Dimensions of Entrepreneurship in Surah Al-Kahf

This paper analyzes Shah’s examination of entrepreneurial traits exemplified by the Companions of the Cave in Qur’anic Surah Al-Kahf verses 13-14. A literature review synthesizes existing research exploring Islamic entrepreneurial orientations derived from theology. The study employs qualitative methodology in categorizing entrepreneurial dimensions mentioned in the two ayat based on Shah’s framework highlighting ambition, risk-taking, resilience and spirituality. The traits are then analyzed against predominant entrepreneurship theory literature focused on opportunity recognition, resource leveraging and perseverance competencies. Findings suggest alignment between conventional and Qur’anic foundations in many aspects, though divergences exist regarding motivation sources driving enterprise. Practical implications propose integrating spiritual identity and purpose more strongly into entrepreneurship education programs to nurture morality-centered ambitions grounded in religious scripture.

Enablers of students' entrepreneurial intentions: findings from PLS-SEM and fsQCA

PurposeThis study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.Design/methodology/approachEntrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.FindingsThe factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.Originality/valueThe study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.

From athlete to entrepreneur? – Investigating the influence of sport characteristics on athlete’s entrepreneurial orientation competencies

ABSTRACT Purpose/Rationale This study aims to test to what extent athletes of different demographics, sports types, and sports skills differ in their entrepreneurial competencies. Design/Methodology/Approach We assessed athletes’ entrepreneurial competencies using a social entrepreneurship scale by Capella-Peris. We used principal component analysis and reliability testing to classify entrepreneurial competencies and One-way-ANOVA to distinguish athlete subgroups by entrepreneurial competencies (n = 189). Findings The study finds significant differences depending on national origin, age and educational background. Furthermore, athletes participating in closed skill sports have higher team-oriented creativity than those engaged in open skill sports. Relevant avenues for future research are highlighted. Finally, validated constructs of entrepreneurship competencies cannot be applied to the sport context. In contrast to the three-factorial construct by Capella-Peris, we suggest five reliable entrepreneurship competencies. Practical Implications The findings are beneficial for practitioners involved in sport entrepreneurship education. Athletes and coaches are advised on how to plan their entrepreneurial activity depending on prevalent competencies set in their sports field to best prepare them for this potential alternative career path. Research contribution The proposed more specific entrepreneurship competencies in the context of sport provide a foundation for future research in the increasingly important field of sport entrepreneurship. Originality/Value This paper provides important data and avenues for reflection on how to tailor entrepreneurial education programmes for athletes from different personal and sporting backgrounds.