Entrepreneurial Learning Research Articles

SKILLS LABORATORY APPROACHES AND ENTREPRENEURSHIP LEARNING ACHIEVEMENT IN UPPER SECONDARY SCHOOLS IN RWANDA A CASE OF NYAGATARE DISTRICT

The need for entrepreneurial skills impacting the quality of teaching and learning entrepreneurship all over the world. More emphasize have been made in teaching entrepreneurship but entrepreneurial outcome for graduate in upper secondary is still critically. The study aimed to investigate the effect of skills laboratory approaches on learning achievement in entrepreneurship in upper secondary school of Rwanda. Study utilized descriptive research. The study included a total population of 3661 individual consisting of 49 deputy head teachers in charge of studies, 102 entrepreneurship teachers and 3510 upper secondary students from upper secondary schools in Nyagatare district, the researcher determined the sample size of 361 respondents using Yamane formula. structuring questionnaire, interview and observation are employed as tools of data collection. The result indicated that 86% strongly agreed that skills laboratory boast learners engagement and confidence in activity presentation, 87.9% strongly agreed that project based assessment enable learners creation of project in student business clubs, 85.9% of respondents strongly agreed that Students business club helps learners to demonstrate entrepreneurship knowledge or skills learnt in real life, 92.2% strongly agreed that demonstration of skills lab improve pitching skills and creativity of project. Results revealed thatskills laboratory approach have positive significance to learners performance since the p value is less than 0.005 underpinning the positive relationship between skills laboratory and entrepreneurship learning achievement.The study recommends thatThe study recommends learners to become actively engaged in group discussion, presentation so that improve learners performance that result in interaction and improve their entrepreneurial skills and entrepreneurship achievement rather than memorizing for purpose of getting marks.entrepreneurship teachers to use skills laboratory approaches in teaching entrepreneurship lesson so as to help learners to solve community problem. School administration for participate in capacity building of entrepreneurship teacher by organizing community of practices and continuous professional development to boost the capacity of in service teachers on using skills laboratory approaches in teaching and learning entrepreneurship. curriculum designer and policy makers due to their role in education, to revise entrepreneurship curriculum into another image of teaching-learning activities, techniques, approaches, and assessment methods of entrepreneurship for practice purpose in secondary school of Rwanda.

Entrepreneurship Learning Management Information System Supporting the Independent Campus Learning Program

The study aims to: (1) identify the need to develop a learning management information system in information technology-based entrepreneurship courses in supporting the Independent Campus Learning (MBKM) program in higher education; (2) develop a learning management information system model for information technology-based entrepreneurship courses to support valid and effective MBKM in the university. The study employed a 4D model development design consisting of four stages, starting from design, development, and dissemination, and the instrument is validated using Aiken’v’s formula. The reliability is analyzed using Cronbach's alpha, and the practicality of the learning management information system is assessed using a Likert scale involving 25 students from the University of Technology Makassar Akba Makassar. It shows that the scale is very practical based on the positive responses from students and lecturers, and tests of the effectiveness of system usage. It indicated that the LMS effectively supports IT-based entrepreneurship learning, holistically improves students’ learning experience, and facilitates efficient teaching practice for lecturers. Then, the data analysis shows that the learning management information system for entrepreneurship subjects based on information technology practically supports the MBKM program.

Development of Moodle-Based E-Learning Media in Workshop and Entrepreneurship Learning

The rapid transition to online learning due to the Covid-19 pandemic presented challenges in ensuring effective student engagement and comprehension, particularly in subjects like Practical Work and Entrepreneurship. The problem identified is the lack of suitable digital tools to support interactive learning in these subjects, which often rely on hands-on experience and active participation. To solve this problem, this study developed and implemented Moodle-based e-learning media to enhance student understanding and engagement in Practical Work and Entrepreneurship education. The research objective was to assess the effectiveness of this e-learning media in improving students' learning outcomes compared to traditional learning methods. This study employed the Research and Development (R&D) method, involving two groups of students: an experimental group that used Moodle-based e-learning media and a control group that did not receive any additional digital learning support. Data were collected over a period of six months, using pretests and posttests, with statistical analysis conducted via Wilcoxon and Mann-Whitney tests. The results of the study showed significant improvements in the experimental group, with both statistical tests yielding significance values (sig) less than 0.05. These findings highlight the positive impact of Moodle-based e-learning media on students' comprehension of Practical Work and Entrepreneurship. In conclusion, the development and implementation of Moodle-based e-learning media proved to be an effective solution for enhancing student engagement and learning outcomes, particularly in the context of distance learning during the pandemic. This approach offers a scalable and flexible solution for improving education in similar contexts.

Systematic Literature Review on Interest in Learning Entrepreneurship in Environmental Education

Systematic Literature Review on Interest in Learning Entrepreneurship in Environmental Education

Efforts to achieve sustainable competitive advantage for SMEs: The strategic entrepreneur model

The aim of this research is to examine and analyze the dimensions of strategic entrepreneurship that are able to realize long-term sustainable competitive advantage in small and medium businesses. This research methodology and sampling technique use a purposive sampling method, with a total of 150 respondents from Batik Small and Medium Enterprises industry leaders in Central Java Province, Indonesia. Then the analysis technique uses Structural Equation Modeling (SEM) with AMOS software. Empirical data supports the six hypotheses proposed in this study. Specifically, the first hypothesis is that entrepreneurial culture is influenced by entrepreneurial learning. The second hypothesis posits that entrepreneurial culture influences entrepreneurial capacity. The third entrepreneurial learning hypothesis is influencing entrepreneurial capacity. The four entrepreneurial capacities are influencing sustainable competitive advantage. The fifth hypothesis is that entrepreneurial learning influences a sustainable competitive advantage. The sixth hypothesis is that entrepreneurial culture influences a sustainable competitive advantage. The practical implication for realizing sustainable competitive advantage for batik Small and Medium Enterprises in Central Java Province, Indonesia, is to improve and develop entrepreneurial learning built by indicators 1). Experience 2). Cognitive; 3). Network; 4). Social relationships. Entrepreneurial learning and entrepreneurial capacity can mediate entrepreneurial culture towards sustainable competitive advantage. The strategic entrepreneurship development model begins with the establishment and enhancement of an entrepreneurial culture, which encompasses the following elements: 1). Enthusiasm 2). Stakeholder alignment 3). Learning and Development Support. 4). Change is driven by business opportunities.

Entrepreneurship mentoring in higher education: how does the mentor benefit?

PurposeThe purpose of this paper is to identify entrepreneur mentor benefits and challenges as a result of entrepreneurship mentoring in higher education (HE).Design/methodology/approachAn entrepreneurship mentoring scheme was developed at a UK university to support prospective student entrepreneurs, with mentors being entrepreneurs drawn from the local business community. A mentor-outcomes framework was developed and applied to guide semi-structured interviews.FindingsResults supported the broader applicability of our framework, with a revised framework developed to better represent the entrepreneur mentor context. Alongside psychosocial and personal developmental outcomes, mentors benefitted from entrepreneurial learning, renewed commitment to their own ventures and the development of additional skills sets. Enhanced business performance also manifested itself for some mentors. A range of challenges are presented, some generic to the entrepreneur setting and others more specific to the higher education (HE) setting.Research limitations/implicationsThe framework offered serves as a starting point for further researchers to explore and refine the outcomes of entrepreneur mentoring.Practical implicationsThe findings serve to support those considering developing a mentor programme or including mentoring as part of a formal entrepreneurship education offer, specifically in a university setting but also beyond.Originality/valueThe vast majority of entrepreneurship mentoring studies focus on the benefits to the mentee. By focusing on benefits and challenges for the entrepreneur mentor, this study extends our knowledge of the benefit of entrepreneurship mentoring. It offers an empirically derived entrepreneur mentor outcomes framework, as well as offering insights into challenges for the entrepreneur mentor within an HE setting.

Relationship between the informal social networks and entrepreneurial intentions of Chinese college students: the mediating role of entrepreneurial learning

PurposeMany studies on entrepreneurial intention have explored the impact of different factors; however, few have examined the relationship between and impact mechanisms of informal social networks and entrepreneurial intention. This study aimed to bridge this research gap.Design/methodology/approachThis study is based on social capital and ambidexterity theories. After surveying the data of 302 college students from different provinces and universities in China, a mediation model for research is constructed.FindingsInformal social networks help enhance college students’ entrepreneurial intentions, whereas entrepreneurial learning (exploratory and exploitative learning) partially mediates this relationship.Originality/valueThis study empirically explores the impact of informal social networks on the entrepreneurial intentions of Chinese college students and indicates the crucial role played by entrepreneurial learning (divided into exploratory and exploitative learning).

Application of deep learning in career planning and entrepreneurship of college students

Application of deep learning in career planning and entrepreneurship of college students

Entrepreneurship Education: Fostering the Entrepreneurial Spirit of Higher Education Tarbiyah Faculty Students in Aceh

Entrepreneurship education is oriented towards offering concepts to develop interest, train, and form business actors. Therefore, the purpose of this study is to identify the concept of entrepreneurship education developed in the Tarbiyah faculty of higher education in Aceh, to describe the process of implementing entrepreneurship education in fostering the entrepreneurial spirit of higher education Tarbiyah faculty students at Aceh. This research uses a qualitative method where the researcher thoroughly examines the facts at the research location according to the focus of the problem, by researching directly at the research location, then the data from the analysis is presented and a discussion of data collection techniques through observation, interviews, and documentation is given. The results of this study indicate that the concept of entrepreneurship education developed in Tarbiyah faculty colleges in Aceh is by providing entrepreneurship education materials and practices so that students have the spirit and additional skills needed after students graduate so that they are able to become entrepreneurs independently. The implementation of entrepreneurship education in lectures to foster an entrepreneurial spirit for Tarbiyah faculty students is carried out through a learning process of direction and example. Entrepreneurship learning is carried out by providing practical material so that students can have more experience and have a good entrepreneurial mentality. Practices include thinking about what to sell, making business products directly, selling and marketing products online or offline. The obstacle is the lack of funds and facilities available to support student practical activities.

Hubungan Hasil Belajar Produk Kreatifitas dan Kewirausahaan (PKK) dengan Minat Berwirausaha Siswa Teknik Pemesinan SMS Dhuafa Padang

SMKS Dhuafa Padang equips students with entrepreneurial knowledge and skills through the subject of Creativity Products and Entrepreneurship (PKK) However, students' interest in entrepreneurship is still low. This study examines the factors behind it, such as the increasingly narrow job opportunities, Entrepreneurship can create jobs, PKK has an influence on the entrepreneurial spirit, Entrepreneurship learning has an important role in increasing students' entrepreneurial interest. This study uses a quantitative correlational type to determine the relationship between PKK and Entrepreneurial Interest. Data collected in the form of numbers and analyzed using statistics. The research method used is associative quantitative, which aims to determine the influence and relationship between PKK and Entrepreneurial Interest. The study found that PKK has a relationship with students' interest in entrepreneurship at SMKS Dhuafa Padang. This is evidenced through the T test and F test, where the value of Sig. 0.05 and the value of tcount ttable (in the T test) and the value of fcount ftable (in the F test) indicate a relationship. In conclusion, PKK proved to play an important role in increasing students' interest in entrepreneurship, with 29.2% influenced by PKK and the rest by other factors.

Developing College Students’ Entrepreneurial Competences: Designing Project-Based Learning Entrepreneurship Foundational Course in Chinese Universities

This study introduces the design process of a Project-Based Learning (PBL) entrepreneurship foundational course for Chinese universities. To address deficiencies in the current entrepreneurship foundational courses in Chinese universities and to enhance the overall entrepreneurial competence of college students, project-based learning has integrated into the entrepreneurship foundation course. Based on the project-based learning framework proposed by Han and Bhattacharya (2001), a project-based learning entrepreneurship foundational course has been developed for Chinese universities by utilising expert panels. Once the course design was completed, a semester-long project-based learning entrepreneurship foundational course was implemented. We measured the effectiveness of the course through student feedback. The course objectives were to develop student opportunity competence, business management competence, and interpersonal competence in entrepreneurship. This paper presents the course outline, teaching unit design, and teaching activity design. In addition, this study explored the relevant factors that should be considered in the development of any project-based learning entrepreneurship foundational course. This study developed the entrepreneurial competence of college students through the design of a project-based learning entrepreneurship foundational course and implemented a one-semester course in a university in China. The results of this study can serve as a guide for universities who wish to implement project-based learning entrepreneurship foundational courses, which can help improve the entrepreneurial competence of college students.

Metaverse, entrepreneurial learning and opportunity exploitation

Metaverse, entrepreneurial learning and opportunity exploitation

Analysis of Millennial Entrepreneur Business Strategy Based on Digital Technology in Sidenreng Rappang Regency

This study examines the business strategies applied by millennial entrepreneurial students in Sidenreng Rappang Regency, South Sulawesi. These students are engaged in various business sectors such as food and beverages, fashion, cosmetics, services, art and design, and digital business. The primary purpose of the study is to analyze the strategies used in responding to business opportunities, competitive advantages, contributions to entrepreneurship learning in higher education, and obstacles and solutions faced by students. With a qualitative phenomenological approach, this study explores the experiences of young entrepreneurs in taking advantage of market opportunities that other entrepreneurs often ignore. Students utilize business model innovation theory by considering factors such as understanding consumer behavior, product differentiation, service quality, and location and network. Entrepreneurship learning in higher education makes an essential contribution to equipping students with an understanding of business strategies and their application in actual practice. Of the ten respondents, five have participated in entrepreneurship seminars and training, while the other five are self-taught and through campus activities. These two methods are considered influential in shaping entrepreneurial skills and mindsets. The challenges faced by millennial entrepreneurs, as well as the solutions they implement, show relevance to modern management theory. This research provides insight into how entrepreneurship education and training can support student business development.

Entrepreneurial Learning in the Resource Mobilization Process

Entrepreneurial Learning in the Resource Mobilization Process

Entrepreneurial Learning, Digital Capabilities and Inclusive Entrepreneurial Performance

Entrepreneurial Learning, Digital Capabilities and Inclusive Entrepreneurial Performance

Beyond Books: Exploring the Relationship Between Entrepreneurial Learning and Extra-Role Behavior

Beyond Books: Exploring the Relationship Between Entrepreneurial Learning and Extra-Role Behavior

Self-Regulated Entrepreneurial Learning: A Key to Innovation in a Dynamic World

Self-Regulated Entrepreneurial Learning: A Key to Innovation in a Dynamic World

Do Career Preferences Drive Entrepreneurial Learning in Pre-Incubators?

Do Career Preferences Drive Entrepreneurial Learning in Pre-Incubators?

Network-Based Entrepreneurial Learning and Business Performance

Network-Based Entrepreneurial Learning and Business Performance

Implementation of the EDDPEA Model in Entrepreneurship Learning

Limited access to direct interaction during the COVID-19 pandemic led to several constraints in the fields of learning and education. Barriers are a challenge for educators and students to continue and carry out learning even if it is limited to face-to-face discussions. Entrepreneurship courses that require a lot of discussion are also boldly transferred. However, learning that is carried out boldly is a solution for educators and students to continue to carry out learning activities using digital platforms. Bold learning requires a learning model that can support and facilitate access to learning. EDDPEA model is one such models used by educators to deliver entrepreneurship learning materials to students. The purpose of this study is to describe the implementation of the EDDPEA model in entrepreneurship learning to improve cooperative skills. The results show that the EDDPEA model can use students’ ability in the form of developing creative products resulting from collaboration. Products can be developed through planning, production, and marketing processes. These stages train students to implement Envision, Design, Development, Presentation, Enhance, Assessment (EDDPEA) in overall entrepreneurship learning. Learning carried out in collaboration can improve cooperative skills. The conclusion of this study is that the EDDPEA model is not only suitable in bold learning but also for general learning and can be applied prospectively because it is a joint project to improve cooperative skills. Keywords: EDDPEA model, entrepreneurship learning, cooperative skills