Developing entrepreneurial identity through entrepreneurship education: A configurational analysis

Multiple pathways to generative AI entrepreneurial behavior: A mixed-methods study of Chinese undergraduates

Entrepreneurship education and graduate employability in emerging economies: A moderated–mediated model of employability orientation and career awareness

The power of entrepreneurial innovation capital in higher education: A diffusion of innovation approach to Generation Z entrepreneurship education

This study examines the diversity of entrepreneurial intentions among university students by extending the construct to include business versus social orientations and founding (“build”) versus participation (“activity”) roles. A cross-sectional survey was conducted with first-year students in Japan. Cluster analysis revealed three student types: Value-Initiator , Value-Contributor , and Traditional-worker . To understand each type's characteristics, the study compared their profiles using Theory of Planned Behavior (TPB), entrepreneurial competence based on EntreComp framework, and prior educational experience. Value-Initiator type exhibited high intentions across business and social domains, with strong attitudes, social norms, and initiative-oriented competencies. The Value-Contributor type showed high activity intentions but lower build intentions, indicating motivation for team-based value creation rather than for leadership. The Traditional-worker type demonstrated low entrepreneurial intentions, reflecting limited engagement with entrepreneurial or social initiatives. Comparative analysis revealed business practical education was strongly associated with higher build intentions, while social practical education mainly influenced activity intentions. These findings suggest entrepreneurship education should adopt differentiated approaches: experiential business practice to foster Value-Contributor into Value-Initiator, and career design education to encourage Traditional-workers to explore entrepreneurial mindsets. This study contributes to entrepreneurship education by proposing a multidimensional model of entrepreneurial intention and demonstrating pedagogical implications for an inclusive learning design. • Expands entrepreneurial intention into business/social and build/activity roles. • Identify three student types: Value-Initiator, Value-Contributor, and Traditional-worker. • Identify the characteristics of each type by TPB, EntreComp, and prior education. • Suggests differentiated pedagogical strategies for diverse student profiles.

Revisiting the link between entrepreneurship education and student intention: A review of empirical and theoretical insights

Entrepreneurship education in The International Journal of Management Education (2013–2024): A performance analysis and conceptual structure

Exploring the nexus among entrepreneurship education, passion, locus of control on developing mindset and intention: Applying stimulus organism response lens

Is sustainable entrepreneurship education effective in encouraging sustainable entrepreneurial intentions? The role of university students’ prior experience

Feasibility triggers intention? A longitudinal study of self-efficacy and expertise-embedded mechanisms in practice-based entrepreneurship education

Creating social impact: A critical outlook on social entrepreneurship education

This study bibliometrically analyzes the evolution and structure of scientific literature on university-level business creation courses. Using the Web of Science database, 5208 articles from 1965 to 2024 were examined to identify trends, thematic clusters, and pedagogical methodologies. Results reveal exponential growth in publications post-2000, driven by competency-based education and active methodologies such as design thinking and experiential learning. Entrepreneurial self-efficacy, resilience, and the entrepreneurial mindset emerge as prominent themes, reflecting a shift from business-centered to pedagogically oriented approaches emphasizing transformative learning and sustainability. The field demonstrates increasing internationalization, albeit with geographical concentration. This study offers targeted insights for curriculum redesign, teacher training, and developing transformative entrepreneurship education programs, advocating for coherent content and method integration. • Exponential growth in publications on business creation courses post-2000. • Focus shifted from firms to pedagogy, mindset, and self-efficacy. • Research evolved from business concepts to learning and sustainability. • International growth led by China, USA, and Europe, with regional gaps. • Findings inform curricula, teacher training, and ethical entrepreneurship.

Influence of entrepreneurship education and business startup initiatives: Evidence from Ghanaian Technical University business students

Mapping entrepreneurship education for mindset development: A decade of bibliometric and thematic analysis

From entrepreneurship education to nascent digital entrepreneurship: The role of digital human capital

This Community Service Program aimed to improve students’ understanding of entrepreneurship and strengthen entrepreneurial character among students of SMK Bintang Muda 88, Tana Toraja Regency. The activity was designed to foster an entrepreneurial mindset, creativity, innovation, independence, and readiness to face labor market challenges and modern economic development. It also introduced business opportunities and the use of digital technology, particularly digital marketing, to support business growth. The program was implemented through lectures, interactive discussions, question-and-answer sessions, and entrepreneurial motivation delivered by the speakers. A total of 134 students from the Heavy Equipment Engineering and Accounting majors participated in the activity. Data were collected through observation, interviews, and documentation during the implementation process. The results showed that the entrepreneurship seminar positively improved students’ awareness of the importance of entrepreneurship and encouraged the development of entrepreneurial character. Students became more motivated to generate business ideas, recognized the value of creativity and innovation, and gained confidence in presenting their ideas. They also developed a better understanding of digital marketing strategies as relevant business opportunities in the modern era. In conclusion, this seminar served as an effective educational medium for developing productive, creative, innovative, and independent students. The activity is expected to be implemented continuously to strengthen entrepreneurship education in the school environment.

Navigating the terrain of educational entrepreneurship (EE): a bibliometric analysis through the lens of professional capital theory

ABSTRACT The rapid diffusion of artificial intelligence (AI) is reshaping entrepreneurship education, raising questions about how technological tools influence entrepreneurial intention while preserving the human essence of learning. This study examines the role of AI-related perceptions and human-centered engagement in shaping entrepreneurial intention among university students in Bangladesh, a micro-, small, and medium-sized enterprise (MSME)–dominant, developing economy. Using survey data from 262 students across five universities, the study employs principal component analysis, confirmatory factor analysis, structural equation modeling, and ordinary least squares regression to analyze relationships between engagement, AI comfort, ethical concerns, and entrepreneurial intention. The findings show that human-centered engagement, including interest, perceived usefulness, social support, and confidence, is the main predictor of entrepreneurial intention, while AI comfort and ethical concerns have no direct effect. Instead, AI acts as a supportive educational enabler that shapes learning quality indirectly. The study advances a human-first, AI-augmented perspective on entrepreneurship education and offers implications for MSME-oriented educational practice and policy.

Despite the growing emphasis on entrepreneurship education, many university graduates continue to exhibit low entrepreneurial intention and engagement. Understanding how education and entrepreneurial mindset jointly influence this intention remains limited, particularly in non-Western contexts. Drawing on the Theory of Planned Behavior (TPB), this study investigates how entrepreneurship education and entrepreneurial mindset shape students’ entrepreneurial intention through the TPB constructs—attitude toward entrepreneurship, subjective norms, and perceived behavioral control (PBC). Using a self-administered survey, 190 valid responses from students at an Iranian public university were analyzed via structural equation modeling (SEM-PLS). The findings indicate that attitude and PBC significantly influence entrepreneurial intention, while subjective norms do not have a direct effect but exert an indirect influence through attitude and PBC. Entrepreneurship education positively affects PBC and indirectly influences entrepreneurial intention via PBC but does not directly predict intention, attitude, or subjective norms. Furthermore, entrepreneurial mindset significantly shapes attitude, subjective norms, and PBC, and indirectly influences entrepreneurial intention through these TPB components. Overall, the findings highlight the need for more experiential and practice-oriented educational approaches to ensure that improvements in entrepreneurial mindset and educational exposure translate into stronger entrepreneurial intention. Practical recommendations are offered to enhance the design and delivery of entrepreneurship education in higher education settings.

Purpose This study examines how entrepreneurship education can be sustainably integrated into engineering programmes by analysing a fifteen-year case of a mandatory entrepreneurship component embedded in CDIO-based project courses at a Swedish university. It addresses the challenge that many entrepreneurship initiatives in engineering remain elective or poorly connected to technical studies. Design/methodology/approach A qualitative single case research design is used, combined with reflexive autoethnography. The analysis is triangulated with student evaluations, project materials, and programme documents from 2009 to 2025, covering more than three thousand students. The study traces the evolution of the component from early planning templates to a concise idea instrument focusing on need, user value, assumptions, uncertainties and short-term direction. Findings The study identifies several conditions that supported long-term institutionalisation: compulsory embedding at programme level, stable learning aims combined with flexible delivery, inquiry-based facilitation, and alignment with the rhythms and demands of CDIO project work. The entrepreneurship component became a consistent part of project practice without competing with technical learning. Research limitations/implications A key limitation is that the study focuses on a single programme, which may limit generalisability to other contexts or disciplines. Findings reflect specific project-based ecologies and repeated exposure, and outcomes could differ in less structured environments. Nevertheless, the case has clear implications: entrepreneurship education can be designed as a durable, integrated programme rather than isolated interventions. Recurrent exposure and alignment with project sequences support competence development, shared professional understanding, and programme coherence. This suggests that embedding entrepreneurship as durable practices across courses, rather than relying on individual modules, is critical for lasting educational impact. Practical implications For teachers, entrepreneurship is most effectively sustained when integrated into compulsory project courses where authentic uncertainty is central and structured planning supports continuity across academic cycles. Short early-stage idea assignments focusing on users, needs, value, and assumptions can be applied across diverse projects, enabling scale without losing relevance. Assessment should emphasise clarity of reasoning and reflective justification. Facilitation works best when it is question-driven, encourages comparison of alternatives, highlights uncertainty, and maintains student ownership. Framing entrepreneurship as early idea reasoning strengthens legitimacy, creates a shared vocabulary, and can be reinforced through visible progression, scheduled interactions, and curated exemplars. Social implications Embedding entrepreneurship education across project-based engineering programmes has broader societal implications. Through supporting competence in recognising opportunities, evaluating alternatives, and making decisions under uncertainty, students are better prepared to contribute to innovation, value creation, and organisational renewal in diverse sectors. Recurrent exposure and shared reasoning practices cultivate professional identity and collaboration skills, supporting workforce readiness for complex, uncertain environments. Framing entrepreneurship as widely applicable reasoning, not just start-up creation, equips graduates to address societal challenges, create sustainable solutions, and participate effectively in both established organisations and emerging ventures. Originality/value The paper contributes by explaining how entrepreneurial learning can be institutionalised within project intensive engineering curricula through sustained alignment between pedagogical practices and organisational arrangements. It reframes entrepreneurship as judgement under uncertainty rather than venture preparation and shows how this orientation can be meaningfully embedded and maintained at scale within CDIO based project environments. The process observed in this case may inform other programmes seeking durable integration, while remaining sensitive to local pedagogical and organisational conditions.