Entrepreneurship Education Research Research Articles

Mapping the Scholarly Landscape of Entrepreneurship Education Research in Higher Education Institutions: A Comprehensive Bibliometric Overview

This study aims to assess the trends of entrepreneurship education research in higher education between 1993 and 2022 using bibliometric analysis. A total of 1309 seminal articles were identified from the Scopus database and used advanced bibliometrix tools for analysis. The research findings revealed that the United States and the United Kingdom had taken the lead in entrepreneurship education research. Notably, author Bell R emerged as a prominent figure in this field. By scrutinizing the articles, it was also evident that keywords such as entrepreneurship education, business education, entrepreneurship, entrepreneurial intention, and entrepreneurial education hold significance within the domain. The insights gleaned from this analysis suggest valuable strategic information to researchers and aid them in formulating and mapping out future studies in entrepreneurship education.

Tourism as a Catalyst for Supporting Sustainable SMME Development

Globally, entrepreneurship is evident in the tourism industry, primarily receiving policy support and donor-assisted funding in developing countries. The South African Minister of Tourism reported that foreign direct spend on tourism for the first quarter of 2023 was R 25.3 billion increasing by 143.9% from the same period the previous year. This highlights the amount of tourist footfall that happens in South Africa. This can be seen as a huge boost to entrepreneurs and support rising unemployment. While research in entrepreneurship education has been extensively explored, entrepreneurship within the fashion domain has been largely overlooked, with significantly less existing literature in South Africa. Nonetheless, understanding the role of entrepreneurship in tourism development remains limited in academic discussions. Tourism serves as a crucial source of revenue for any economy, contributing not only from tourism itself but also through various associated industries. This includes locally-made products that attract tourists seeking souvenirs as gifts after their travels. To remain competitive, overcome challenges, and avoid unattractive product offerings, the tourism sector must embrace innovation. This research, conducted using a qualitative approach with university students, engaged with small and medium-sized enterprises (SMMEs) producing souvenirs for tourists, encouraging them to employ innovative and cost-effective methods in their product creation. The study's findings revealed five distinct categories of innovation, namely: product innovation, process innovation, managerial innovation, management innovation, and institutional innovation. Among these, process innovation and product innovation were the most frequently implemented innovations to promote locally-made products in the market.
 
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  
  

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.

Conceptualising arts entrepreneurship education: bridging the arts and entrepreneurship within higher education settings

Despite the rise of entrepreneurship education within higher education, entrepreneurship and entrepreneurship education remain overlooked in the arts discipline. Existing research in arts entrepreneurship education is scarce. The current study aims to investigate stakeholder perspectives towards conceptualisations of arts entrepreneurship education within higher education, including that of first and final year undergraduate students, educators and industry professionals in the arts discipline. A questionnaire was administered for preliminary insights towards how arts students understand entrepreneurship and entrepreneurship education. Individual interviews were then conducted for in-depth investigation in how arts students, educators and professionals conceptualise and define arts entrepreneurship education. The findings revealed arts students’ perceptions of entrepreneurship and entrepreneurship education. Moreover, diverse stakeholder viewpoints shed light upon understandings of arts entrepreneurship education, roles of relevant stakeholders and the relationship between entrepreneurship education and arts. This study highlights the value of arts entrepreneurship education, contributing to discussion on addressing gaps between arts and entrepreneurship education, and between higher education and the industry.

Bibliometric Exploration of Publication Development in Entrepreneurship Education

This research presents a bibliometric exploration of publication development in entrepreneurship education, aiming to elucidate trends, research focuses, and emerging opportunities within the field. Entrepreneurship education has gained prominence as a crucial discipline in academia and practice, reflecting the growing recognition of entrepreneurship's role in economic and societal advancement. Through bibliometric analysis techniques, including citation analysis, keyword analysis, and visualization methods, a comprehensive examination of scholarly publications related to entrepreneurship education from 1977 to 2023 was conducted. The findings offer insights into publication metrics, such as citation counts, author productivity, and impact indices, providing a nuanced understanding of the scholarly landscape. Visualization of term networks and trends revealed dominant research themes, evolving concepts, and potential research directions within entrepreneurship education. Practical implications derived from this study inform educators, policymakers, practitioners, and other stakeholders about curriculum design, policy formulation, and program implementation strategies to foster collaboration, innovation, and excellence in entrepreneurship education research and practice.

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

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

Identifying Constituent Elements of Entrepreneurship Curricula: A Systematic Literature Review

Entrepreneurship education research has a strong “output” focus on impact studies but pays much less attention to the “inside” or process perspective of the way entrepreneurship education occurs. In particular, the scattered previous entrepreneurship curriculum research has not managed to provide a current and comprehensive overview of the curricular elements that constitute entrepreneurship education. To overcome this shortcoming, we aim to identify the teaching objectives, teaching contents, teaching methods, and assessment methods discussed in entrepreneurship curriculum research. To this end, we conducted a systematic literature review on the four entrepreneurship curriculum dimensions and collected all mentioned curriculum items. We used a two-stage coding procedure to find the genuinely entrepreneurship-specific items. Among numerous items (also from business management and other subjects), we found 26 objectives, 34 contents, 11 teaching methods, and 7 assessment methods that were entrepreneurship-specific. Most of these items were addressed by only a few scholarly papers.

Three explanations for the development of adolescents’ entrepreneurial potential

This study examines the development of adolescents’ entrepreneurial potential. Our findings confirm the findings of previous research that family background has an impact on the development of entrepreneurial potential. At the same time, our findings indicate that the entrepreneurial potential of young people also develops in hobbies. This opens interesting new directions, especially for entrepreneurship education research. The target group of this quantitative study is Finnish ninth graders aged 15–16 (N = 10,979). We have used linear regression analysis to examine the three factors behind the development of adolescents’ individual entrepreneurial potential: school, leisure time activities, and entrepreneurial family environment. The young people's time is divided between these factors. Hence, this setting is interesting from the point of view of developing entrepreneurial potential. While school, family background and leisure time activities separately seem to play a role in the development of entrepreneurial potential, their relative importance has not been studied. In this article, we bring these three factors together in the same model to test their explanatory value for entrepreneurial potential.

Trends and Opportunities in Social Entrepreneurship Education Research

The objective is analyzing the trends in Social Entrepreneurship Education as a multidisciplinary research field. A systematic review of the literature on the intersection: Education and Social Entrepreneurship, with the support of scientific literature and a careful search methodology. It collects articles from the WOS Core collection database published between 2000 and 2022. A total of 367 articles are analyzed to answer the three research questions. The results of the analysis are twelve dimensions identified according to the literature in the field of social entrepreneurship education; after using lexicometric analysis and Iramuteq software, the main trends on the topics are found and discussed and the relationship of terms and concepts in the abstract and title text of the analyzed articles is shown, showing the frequency, importance of linkage, and co-occurrences of lexical units. Six clusters of nodes and related terms are confirmed: entrepreneur, development and innovation, education, entrepreneurial university, context, and types of study. These clusters show the concern for the field of study of social entrepreneurship education and the need to find a consensus on the concept of an entrepreneur and on what is social entrepreneurship in education. The wide range of topics, dispersed and fragmented, continues to offer opportunities for specificity.

Special Issue Guest Editorial: The Challenges of Experimental Designs in Entrepreneurship Education Research - An Interview With Thomas D. Cook

Research into entrepreneurship education is on the rise, yet the assessment of causality resulting from various teaching methods and their impacts on students and society at large remains limited. Consequently, incorporating experimental designs into entrepreneurship education research becomes imperative to move the field forward. Establishing cause-and-effect relationships, discerning which approaches yield desired outcomes (and which do not), contributes to a clearer understanding of the connections between educational activities and their results. This special issue underscores the importance of experiments as a methodological tool for showcasing causality. In this editorial, we expand on the reasons for the need for more experiments within the field. Additionally, we feature an interview with Dr. Thomas D. Cook, a pioneer in education research experiments, and offer an overview of the articles included in this special issue. We finish with a shortlist of tips for anyone interested in conducting experiments.

How entrepreneurship programs foster students’ study engagement and entrepreneurship competence: Insights from job demands-resources theory

Building on the job demands-resources theory, this study aims to investigate how characteristics of entrepreneurship programs foster students’ study engagement and entrepreneurship competence. Longitudinal data were collected at three time points. A total of 154 Dutch students completed a questionnaire before, halfway, and at the end of an entrepreneurship program. The results of structural equation modelling demonstrated that program demands, such as a challenging learning environment and clear goals and standards, positively related to study engagement. In turn, study engagement was associated with entrepreneurship competence among students. Teacher-student relationships, as program resources, positively related to study engagement. However, the impact of student-student relationships on study engagement was not significant when compared to teacher-student relationships. This study contributes to entrepreneurship education research by providing empirical insights into the relationships between challenge demands, program resources, study engagement, and subsequent entrepreneurship competence. The findings also have practical implications for enhancing teaching effectiveness of entrepreneurship programs.

Confidence and Character

Entrepreneurship education research shows that women and men often differ in entrepreneurial attitudes, motives, barriers, circumstances, and actions.  Drawing on such research, we explore the role of intrinsic, internal, psychological dimensions.  First, female students often report lower entrepreneurial self-efficacy, and are less likely to report entrepreneurial aspirations and intentions.  Second, intrinsic motives and barriers, not extrinsic ones, play a significant role in the entrepreneurial aspirations of women.  Third, evidence suggests that faculty often do not share the same perceptions as female students of issues related to entrepreneurship. 
 By strengthening curricula and programs to address intrinsic, internal, psychological factors may bring positive outcomes—more successful support for entrepreneurial interest among women students, more effective education, and students with stronger psychological attributes beneficial for entrepreneurship. We offer an unusual and intriguing place to look for inspiration—the character and confidence-building techniques of military academies.

Forty-five years of research on entrepreneurship education: a review and bibliometric analysis from Scopus dataset

In recent years, the number of publications related to entrepreneurship education (EE) has increased rapidly. This change requires a systematic review and evaluate the trends, changes and development of this subject. Based on the bibliometric analysis, this paper investigates 1782 EE-related documents published between 1977 and 2022 from Scopus database to assess the growth trajectory of publications, most cited papers, key authors, most prolific countries, and institutions. The results show an explosive growth in the academic literature on EE in the last decade. In addition, results of bibliographic coupling of documents and co-occurrence of authors’ keywords analyses reveal three main schools of thought in EE research including EE in higher education, EE and entrepreneurial intention, and motivation of EE. The paper contributes to the existing literature by providing a comprehensive picture of EE. More importantly, the study calls for more research on the relationship between EE and big data, EE and self-efficacy, and EE and deep learning.

Research and Trends in Entrepreneurship Education

Entrepreneurship education has become increasingly crucial in today’s fast-paced and ever-evolving global economy [...]

How To Fostering Students’ Entrepreneurial Intention? A Systematic Review based On Entrepreneurship Education

The purpose of this study is to summarize and critically analyze research on the role of entrepreneurship education on students' interest in entrepreneurship in higher education. Specifically, our article focuses on the view of goals, patterns of placement, and theoretical basis used in entrepreneurship education research and entrepreneurial interest. This publication showcases 15 articles published on Scopus within the last three years providing a systematic review with PRISMA guidelines (preferred reporting items for systematic reviews and meta-analyses). Our study shows that most of the related research analyzes the influence of entrepreneurship on entrepreneurial interest whereas, only a small proportion of research developed an entrepreneurship education model for entrepreneurial interest but has yet to reach the practical stage. As a result, authors suggest that it is necessary to conduct research on entrepreneurship education based on a sustainable entrepreneurship ecosystem, namely the development of a comprehensive entrepreneurship learning model that enhances the collaboration of theoretical learning and direct practical learning thus, achieving a future continuity of programs fostering student interest in becoming an entrepreneur.

A bibliometric analysis of research on entrepreneurship education, 1977-2021

Entrepreneurship education is a field that develops and occupies an important position in the policy agenda in many countries. The research objective is to identify the research trend of entrepreneurship education as well as the scientific production from time to time, such as: sources, authors, and documents. The bibliometric analysis was used to analize the sample from 2176 articles which have been published between 1977 to 2021. To get the metadata from the Scopus bibliography database, on Friday, 23rd of July 2021, at 2:56 pm, it used the “entrepreneurship AND education” query in the article title. Microsoft Excel was used to do the frequency analysis, VOSviewer was used to visualize the data, and Harzing's Publish or Perish was used as citation metrics. The result showed the improvement in the literature about entrepreneurship education from 1980 until 2021, and the improvement happened in 2010. There is many research about entrepreneurship education which involves multi-author collaboration, those are published in multi-language, with total of 160 authors from 109 different countries and 160 institutions. The United States is the biggest contributor to this research, followed by China, The United Kingdom, Spain, and Indonesia. The most publication about entrepreneurship education published by Education and Training. This finding can help further research related to the overview of entrepreneurship education worldwide from time to time. This paper also proposes several future avenues of entrepreneurship education research. In future research, it is recommended to expand the use of the database and includes more fields in the search.

Using Experimental Designs to Study Entrepreneurship Education: A Historical Overview, Critical Evaluation of Current Practices in the Field, and Directions for Future Research

Over the last 20 years, there has been growing interest among scholars in conducting experiments in entrepreneurship education. In this paper, we first discuss how experiments as a research method have moved from the natural sciences into the social sciences and how the social sciences, including the educational sciences, have helped to address the challenges of using experiments in studying human behavior. Through the lens of the methodological advances made by the social sciences regarding conducting experiments, we systematically review the literature on entrepreneurship education research that has used experimental designs. By reviewing this literature, we provide an overview of what has and has not yet been studied using experimental designs and which type of experimental designs have been commonly used. Next, we critically evaluate current practices – both good and bad. Based on our critical assessment of the use of experimental designs in the field of entrepreneurship education research, we not only provide a future research agenda and call for experiments that (1) are more theory-driven; (2) answer more ambitious research questions, and (3) use more robust designs, but we also provide several paths forward for experimentalists with an interest in entrepreneurship education to do so.

The impact of institutional management on teacher entrepreneurship competency: The mediating role of entrepreneurial behaviour

Although COVID-19 is far away, the impact of the pandemic on the management of higher education remains. Within the field of entrepreneurship education research, the influence of institutional management on teacher entrepreneurship competency (TEC) has attracted more attention as they are considered one of the key engines of economic recovery. Using quantitative research as well as SEM, a total of 1241 entrepreneurship education faculty members at China's double first-class universities were surveyed using a questionnaire. The results suggest that entrepreneurship group management (EGM) and mechanism protection (EMP) in institutions have a positive predictive effect on TEC, while a partial mediating effect exists after considering teacher entrepreneurial behaviours (TEB) (including Teacher's behaviour of innovation and autonomy (BIA) and resource seeking and management (BSM)). Overall, the management of entrepreneurship education in Chinese universities has a good effect on the development of TEC. Thus, the application of tripartite interaction theory in entrepreneurship education institutions provides a good reference for the personal sustainable development of entrepreneurship teachers. The significance of institutional management for teachers should shift from the traditional provision of work to professional development and growth.

Moderators of the effect of entrepreneurship education on entrepreneurial action

PurposeThe role of entrepreneurship education in promoting entrepreneurial actions remains unclear. The purpose of this paper is to investigate the logic of different types of entrepreneurship education and the effect of learning characteristics in promoting entrepreneurial actions among student entrepreneurs in the higher education setting.Design/methodology/approachThe study employs a quantitative approach involving the use of survey data collected via an Internet tool. The constructs of variables are measured using previously tested scales. The data were analysed using partial least squares modelling because it can handle formative and reflective constructs in the same model and is capable of testing for moderation.FindingsThe findings illustrate that voluntary entrepreneurship education generates learning outcomes in terms of students' entrepreneurial actions, which is important because without action, a venture will never be launched. This is especially so if students show a deep learning orientation, while mastery motivation showed a significant and negative moderating effect. This is not the case for compulsory entrepreneurship education.Originality/valueEmbedded in construal level theory, this paper offers knowledge that can help to advance entrepreneurship education research (1) by uncovering the role of different types of entrepreneurship education interventions, (2) by considering students' entrepreneurial actions as the dependent variable and (3) by unravelling the role of students' learning characteristics in the efficacy of entrepreneurship education interventions. By doing this, the study addresses recent repeated calls for more fine-grained research focused on how university students learn in entrepreneurship in higher education and its effects.

How learning spaces matter in entrepreneurship education: introducing the concept of topopraxis

ABSTRACT Research into entrepreneurship education has explored content, audience and pedagogy but much is still to be studied when it comes to the spatial dimensions of learning – that is, where entrepreneurship is taught, how this matters for pedagogies used, and the implications for learning. We seek to strengthen a theoretical foundation for understanding learning spaces and the spatial dimensions in entrepreneurship education (EE). We extend the teaching model framework by Fayolle and Gailly, to develop a conceptual model that relates place and pedagogy into learning spaces in EE, informed by recent pedagogical trends in experiential learning and design pedagogy. The model concerns the where-how, the topopraxis, of two types of learning spaces in team-based EE that are grounded in theory on the spatial dimensions of social interaction pertaining to team ‘territory’, and stakeholder proximity. The model proposes that topopraxis in EE programmes will impact learning processes and outcomes in the form of team relationship building, conceptual development , and student identity formation. To illustrate the applicability of the model, we analyse two cases of EE programmes, both conducted in studio environments, but differing in topopraxes and learning outcomes. Finally, we offer implications for EE research, and for the design of entrepreneurship programmes.