Impact Of Entrepreneurship Education Research Articles

Entrepreneurship education in higher education (2002–2022): A technology-empowered systematic literature review

The field of entrepreneurship education (EE) is intricate and necessitates a thorough evaluation incorporating a broad spectrum of research. This study addresses this gap by utilizing big data analytics and machine learning techniques to analyze existing EE research. By dissecting the most prominent publications, journals, and authors in the EE domain, this study presents an up-to-date overview of the current state of research. The investigation focuses on seven key themes in EE research, namely gender and pedagogy, innovation and technology transfer, entrepreneurial intention, entrepreneurial mindset, entrepreneurial learning, entrepreneurial ecosystem and self-efficacy, and the theory of planned behavior. Through a systematic analysis, this paper provides valuable insights and recommendations for future research in EE. These recommendations include investigating the impact of Entrepreneurship Education on students, exploring the role of entrepreneurial intentions in start-up success, assessing the influence of Entrepreneurship Education on entrepreneurial intentions and capabilities, formulating strategies for effective Entrepreneurship Education and entrepreneurial intentions, and examining the factors that influence entrepreneurial intentions in university students. By addressing these research areas, this study aims to propel the field of EE forward and contribute to a more comprehensive understanding of entrepreneurship education.

The relationship between Entrepreneurial Education and the Sustainable Development of SMEs in China: the mediating effect of Innovation Capability

This study explores the relationship between entrepreneurship education, innovation capabilities and the sustainable development of small and medium-sized enterprises in China, especially the mediating effect of innovation capabilities. By analyzing questionnaire data from SMEs in different regions of China, this study uses SPSS 27 and Process Model 4 to verify the impact of entrepreneurship education on the sustainable development of SMEs and the mediating effect of innovation capabilities. The results show that entrepreneurship education significantly positively predicts innovation ability (β=0.691, p<0.001), and indirectly promotes the sustainable development of small and medium-sized enterprises through innovation ability. The indirect effect accounts for 78.6% of the total effect, confirming the partial mediation of innovation ability. effect. In addition, the direct effect (β=0.152, p<0.001) also shows that entrepreneurship education has a direct positive impact on SMEs. These findings highlight the importance of entrepreneurship education in promoting corporate innovation capabilities and sustainable growth and provide policy makers with policy recommendations to enhance the innovation capabilities and sustainable development of small and medium-sized enterprises.

Pengaruh Pendidikan Kewirausahaan, Kompetensi Guru dan Motivasi Berwirausaha Terhadap Minat Siswa dalam Berwirausaha

Students' interest in entrepreneurship reflects more than just a desire to earn a living. The aim of this study is to comprehensively analyze the impact of entrepreneurship education and teacher competence on students' entrepreneurial interest through entrepreneurial motivation at SMKN 1 Gunungguruh, Sukabumi Regency. The evaluation was conducted using descriptive and inferential methods, involving 83 students as the research sample. Data processing was performed using Smart PLS 4 software. The study's results showed that entrepreneurship education and teacher competence did not affect students' entrepreneurial interest, while entrepreneurial motivation had a significant impact on students' entrepreneurial interest. Furthermore, entrepreneurship education, teacher competence, and entrepreneurial motivation collectively influenced entrepreneurial interest. This research provides important insights into the factors that influence the formation of entrepreneurial interest among students at the vocational high school level. The findings' implications can be used as guidelines for developing more effective strategies and policies in education management and student empowerment within the educational environment.

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.

University-level entrepreneurship education: a bibliometric review using Tree of Science

Entrepreneurship education helps students build the skills, abilities, attitudes, and aptitudes they need to start a business. Universities play a key role in educating and transforming people. However, the academic literature in this area is fragmented. This article identifies the main areas in this field throughout its history based on a review of the literature. A scientometric study was conducted based on the results of a document search in Scopus. Using Tree of Science software, the most important documents were classified based on a network of citations. The results reveal three main perspectives: the impact of entrepreneurship education, entrepreneurship education methodologies, and new trends in entrepreneurship education. Researchers can use these results to propose ways to strengthen entrepreneurship education

Entrepreneurship education on international entrepreneurship intention: the role of entrepreneurship alertness, proactive personality, innovative behaviour and global mindset

PurposeThis study investigated the impact of entrepreneurship education on the international entrepreneurship intention of the university students while considering the mediating roles of entrepreneurship alertness, proactive personality, innovative behaviour and the moderating role of global mindset in this relationship.Design/methodology/approachThe research employs a survey methodology, utilising a structured questionnaire for data collection. The study specifically concentrates on students enrolled at Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED) in Ghana, drawing its sample from six academic programmes within the university. Data analysis is conducted using structural equation modeling (SEM).FindingsThe findings of this research revealed that entrepreneurship education exerts a positive influence on the international entrepreneurial intention. Furthermore, entrepreneurship alertness acts as a mediator in the relationship between entrepreneurship education and innovative behaviour. Similarly, a proactive personality serves as a mediating factor between entrepreneurship education and innovative behaviour. Moreover, innovative behaviour operates as a mediator in the relationship between entrepreneurship education and international entrepreneurship intention. Additionally, a global mindset plays a crucial moderating role in the connection between entrepreneurship education and international entrepreneurship intention.Originality/valueThis study makes a significant contribution to the field by shedding light on the mediating roles of proactive personality, entrepreneurial alertness, innovative behaviour and global mindset moderating the relationship between entrepreneurship education and international entrepreneurship intention. These insights offer fresh perspectives on the complex dynamics at play in the realm of entrepreneurship education and its impact on students' intentions for the international entrepreneurship.

The Effect of Entrepreneurship Education and Curriculum on Student Entrepreneurial Intention moderated by Student Entrepreneurial Mindset

Aims: This study aims to analyze the impact of entrepreneurship education and entrepreneurship curriculum on entrepreneurial intention among students, moderated by entrepreneurial mindset in Vocational High Schools. Study Design: This research employs a quantitative research design. Place and Duration of Study: The study was conducted among students of the Center of Excellence Vocational High School in Banyuwangi, with a population of 7249 students (N). The sample size was determined using a Sample Size Calculator, resulting in a sample of 365 participants. Methodology: The research instrument utilized in this study was a questionnaire employing a Likert scale. Data analysis was conducted using the Partial Least Squares (PLS) technique implemented through SmartPLS version 3. Results: Entrepreneurship education provides practical knowledge and shapes students' entrepreneurial mindsets, whereas the Entrepreneurship Curriculum offers theoretical foundations and stimulates entrepreneurial enthusiasm. Although the Entrepreneurial Mindset does not moderate the impact of Entrepreneurship Education, it moderates the effect of the Entrepreneurship Curriculum, highlighting the need to align the Curriculum with the development of an entrepreneurial mindset. These findings serve as a basis for improving entrepreneurial education strategies at the vocational high school level. Conclusion: This study concludes that Entrepreneurship Education, Entrepreneurship Curriculum, and Entrepreneurial Mindset positively contribute to Entrepreneurial Intention among outstanding Vocational High School students in Banyuwangi. These findings illustrate the moderating role of the Entrepreneurial Mindset in mitigating the negative impact of the Curriculum on students' entrepreneurial intention.

The Impact of Entrepreneurship Education, Perceived Behavior Control, and Entrepreneurial Self-Efficacy on Pre-Service Teacher Candidates’ Entrepreneurial Intention

The purpose of this study was to determine the role of entrepreneurship education (EE), perceived behavior control (PBC) and entrepreneurial self-efficacy (ESE) on the entrepreneurial intentions of students of the Faculty of Teacher Training and Education, Universitas Lambung Mangkurat. This study used a quantitative method with the help of SEM-PLS to determine the effect of the model under study. Research data was collected through a questionnaire via e-form, which was distributed to Universitas Lambung Mangkurat students from September to December 2022. The instrument was filled with 239 students. The participants were teacher training students at Universitas Lambung Mangkurat who were chosen through a random selection process. The study's findings demonstrated that entrepreneurship education positively influences self-control and self-efficacy. Self-discipline and belief in one's ability to succeed benefit the desire to start a business. Entrepreneurship education does not influence entrepreneurial intentions. Entrepreneurship education was found to influence entrepreneurial self-efficacy and perceived behaviour control positively. Entrepreneurial self-efficacy and perceived behaviour control positively influence entrepreneurial intentions, but entrepreneurship education does not significantly benefit entrepreneurial intents.

Entrepreneurship Study and Its Impact on Students’ Intention to Start Up: A Sample Case Study of Students Belonging to Two Universities of Tunisia

The present paper examines the impact of entrepreneurship education on students’ intention to start up business. Using a sample of young Tunisian students from both Sfax and Sousse (these are two tows in Tunisia) universities, we propose to determine the significant factors influencing their entrepreneurial intention. Our econometric results have revealed that the composite variables , i.e, the student’s internal and external socio-cultural background, the students’ profile in terms of their theoretical and practical knowledge in new business start-up and the students’ characteristics (age and, above all, educational level), are the most determining variables affecting students’ intention to engage in business start-ups. The gender variable has no significant effect on entrepreneurial behavior.

Motivations for enrolling in university courses: Insights from an entrepreneurship course

Background: Studies on the impact of entrepreneurship education (EE) have produced mixed results, leading researchers to examine the reason for such inconsistencies. This article examines course enrolment motivation, as a possible factor contributing to the inconsistency in findings on EE impact studies.Aim: This study aims to identify whether students registered for a business degree exhibit different motivations for enrolling for a course in entrepreneurship and should such differences be found, to identify what the different motivations are.Setting: Data are collected from second-year students registered for a business degree at a South African university.Methods: Using purposive sampling, a survey was circulated to second-year business students in class after which the data were subjected to a principal component analysis to check for differences in motivation.Results: Three categories of responses were identified proving that there were statistically distinguishable differences in enrolment motivation.Conclusion: Three course motivational factors explain why students choose to register for an entrepreneurship course.Contribution: This study finds that not all students who have enrolled for a course in entrepreneurship have a desire or interest in entrepreneurship. This study suggests items and dimensions for measuring course enrolment motivation. Hence, the study also introduces a new measure that should be considered in future studies on the impact of EE and suggests further studies to confirm whether it impacts on EE.

Determinants Factor of Entrepreneurial Interest Among University Students

The study aims to find out the impact of entrepreneurship education, financial literacy, self-efficiency, and love of money on the entrepreneurial interests of college students. Sampling techniques include accidental sampling and data collection through questionnaires distributed to active students who have undergone matriculation at the university. This examination uses the testing of the measurement model (outer model), the structural model (inner model), and the hypothesis for the analysis of the test. Research shows that entrepreneurship education, self-efficacy, and love of money have a positive influence on student entrepreneurial interests, whereas financial literacy has no effect on student entrepreneurial interests.

Implikasi Pendidikan Kewirausahaan dalam Membentuk Minat dan Kompetensi Wirausaha

This qualitative literature analysis examines the implications of entrepreneurship education in shaping entrepreneurial interest and competencies. The study aims to gain a comprehensive understanding of how entrepreneurship education influences individuals' interest in entrepreneurship and their development of entrepreneurial competencies. Through a qualitative analysis of relevant literature, the research addresses key research questions regarding the impact of entrepreneurship education, factors contributing to the formation of interest and competencies, and potential cultural variations in these implications.The research methodology involves a systematic selection of credible literature from various sources, including scholarly journals, books, and articles related to entrepreneurship education, entrepreneurial interest, and competencies. Data collected is analyzed qualitatively, identifying major themes and synthesizing the literature to reveal the relationships between entrepreneurship education, entrepreneurial interest, and competencies. The analysis also explores factors within entrepreneurship education that support the formation of interest and competencies, such as curriculum design, teaching methods, learning environment, and social influences. The findings of this study contribute to a deeper understanding of the implications of entrepreneurship education in shaping entrepreneurial interest and competencies. It elucidates the influence of entrepreneurship education on individuals' interest in entrepreneurship and the competencies developed through such education. Additionally, it identifies critical factors that contribute to the formation of entrepreneurial interest and competencies, offering insights for policymakers and education practitioners to enhance the effectiveness of entrepreneurship education in fostering entrepreneurial interest and competencies. By conducting a comparative analysis across different cultural or national contexts, the research examines potential variations in the implications of entrepreneurship education. This analysis sheds light on differences in entrepreneurship education approaches and cultural factors that influence the formation of entrepreneurial interest and competencies. Overall, this research contributes to the field of entrepreneurship education by advancing our understanding of its implications in shaping entrepreneurial interest and competencies. The findings provide valuable insights for the development of effective entrepreneurship education approaches, guide policymakers in formulating education policies, and promote broader awareness and participation in entrepreneurship

The impact of entrepreneurship education on the attitudes of future teachers towards innovativeness, stability, enthusiasm, and non-employee tendency

The impact of entrepreneurship education on the attitudes of future teachers towards innovativeness, stability, enthusiasm, and non-employee tendency

The Relationship of Entrepreneurship Education and Entrepreneurial Motivation to Entrepreneurial Innovation Through Entrepreneurial Mindset as an Intervening Variable Mindset as an Intervening Variable in Vocational School Students in Mojokerto

This study aims to investigate the impact of entrepreneurship education and entrepreneurship promotion on new entrepreneurship through entrepreneurship among students working at Mojokerto. The sampling method used is a sampling method that uses the Slovin sample with a sample size of 225. The data analysis method used in this study is SEM-PLS (Structural Equation Modeling-Partial Least Square) using the Smart PLS version 3 software. This study uses two PLS calculation models: the external model) and the ( Inner Model). Model). According to the results of this study, business education was found to be beneficial to business innovation, business promotion has a positive effect on business development, and business education is helpful to business thinking. has a positive (+) impact on the market. Entrepreneurial spirit has been shown to promote entrepreneurial innovation through entrepreneurial education and entrepreneurial empowerment.

Exploring The Impact of Entrepreneurship Education: A Study on Entrepreneurial Intentions in Turkish Universities

Objectives: Entrepreneurship education serves as a key driver within the entrepreneurial ecosystem, equipping individuals with the essential knowledge, skills, and resources to fuel job creation and economic expansion. Recognizing this vital role, this study aims to delve into the intricate relationship between entrepreneurship education and the cultivation of entrepreneurial intentions within the context of Turkish universities. Specifically, it focuses on the distinct yet interrelated functions of lecturers, course content, and university policies in shaping students' aspirations for entrepreneurship.
 
 Design/methodology/approach: The foundation of this study is rooted in Resource-Based Theory, which emphasizes the pivotal significance of resources, skills, and capabilities in fostering competitive advantage. Building upon this theoretical framework, this study takes on human capital as a resource and adopts a quantitative approach to unravel the multifaceted dynamics between entrepreneurship education and students' entrepreneurial intentions. An extensive online survey is conducted among a diverse group of students from various Turkish universities. Hierarchical regression analysis is employed to unveil the individual roles of lecturers, course content, and university policies in nurturing students' entrepreneurial intentions.
 
 Results: Empirical evidence highlights the substantial influence of entrepreneurship education on students' entrepreneurial intentions. The outcomes indicate the significance of entrepreneurship lecturers, course content, and university policies as influential determinants of entrepreneurial intentions. Notably, among these factors, the influence of university policies emerges as the utmost driving force behind entrepreneurial intentions. This finding underscores the pivotal role of well-designed institutional policies in fostering an environment conducive to effective entrepreneurship education and subsequently nurturing and cultivating entrepreneurial intentions.
 
 Practical implications: This study provides practical insights for institutions and policymakers, urging institutions to craft strategies to foster an atmosphere that drives students toward entrepreneurial activities. By understanding how entrepreneurship education, particularly concerning lecturers, content, and policies, influences entrepreneurial intentions, institutions can tailor their curricula and support systems to not only promote entrepreneurship but also foster a culture of entrepreneurial intent.
 
 Originality/value: This study pushes the boundaries of existing knowledge by illuminating the relatively unexplored yet crucially important crossroads of entrepreneurship education and entrepreneurial intentions with respect to Turkish universities. Moreover, the study adds an important perspective by focusing on analyzing the viewpoint of students, an area that has been relatively under-researched. This endeavor recognizes students as the primary beneficiaries of entrepreneurial education and consequently, a deeper exploration of their experiences and perceptions holds immense promise for enriching our understanding of the educational process's impact. By investigating the roles of lecturers, course content, and university policies, this research unravels the intricate mechanisms through which entrepreneurship education molds entrepreneurial intentions. Notably, given the limited scope of prior research on the influence of policies in Turkish universities, the distinct emphasis placed on policy impact in this study stands out as a noteworthy contribution.

Entrepreneurship education and established business activities: An international perspective

This paper introduces a conceptual model with perceived opportunity and perceived capability as mediators in the process by which entrepreneurship education helps improve the established business activities. Specifically, we hypothesize that the prevalence of entrepreneurship education relates positively with the rate of established business activity, and that perceived opportunity and capability mediate this relationship. We find support for all our hypotheses using Poisson regression with the Global Entrepreneurship Monitor data collected from 826 participants across 107 countries during the 2001–2018 period. Our findings confirm that entrepreneurship education has a significant positive impact on the performance of established businesses by helping the entrepreneurs improve their perceived capabilities and opportunities. These findings extend the current research on the impact of entrepreneurship education on entrepreneurial activities at different stages of development for entrepreneurial businesses.

Impact of Entrepreneurship Education on Entrepreneurial Intention Among Female Students of Odisha

Economic development is significantly influenced by the entrepreneurial process. Economic growth is fuelled by entrepreneurial activity; thus, academic institutions are under more pressure than ever to encourage students to think like entrepreneurs. This study tries to focus on analysing how entrepreneurship education is affecting the development of entrepreneurial intent among female students of Odisha. The study analysed the impact of entrepreneurship education in terms of perception of entrepreneurship education, perceived relevance and adequacy of curriculum and perceived competence of the lecturing team on student entrepreneurial intention. Our study showed a positive and significant association between entrepreneurship education and female entrepreneurial intention. It was also evident from the study that entrepreneurship education has a positive significant impact on female entrepreneurial intention. Therefore, it is imperative to reform and revolutionise the educational system for educated youth to stop seeking employment and start creating it instead.

Impact of entrepreneurship education on the entrepreneurial intention of university students in Latin America

Impact of entrepreneurship education on the entrepreneurial intention of university students in Latin America

Determining Online Business Readiness Among Vocational School Students Throughout Banyuwangi

In the digitalized Society 5.0 era, online businesses, particularly in Indonesia, have flourished with rapid technological changes. This research investigates the impact of entrepreneurship education and digital marketing literacy on the entrepreneurial attitudes of Vocational High School students in Banyuwangi, Indonesia, utilizing the Theory of Planned Behavior. Implications include significant contributions to SMK entrepreneurship education curriculum development and insights into factors influencing students' readiness for online businesses. Anticipated outcomes involve SMK students evolving into successful online entrepreneurs, contributing to local economic development. This quantitative study used Structural Equation Modeling based on Partial Least Square variance, employing Smart PLS 3.3 for analysis. Effective entrepreneurship education enhances preparedness and contributes to a robust entrepreneurial attitude. In summary, digital marketing literacy and entrepreneurship education complement each other, with students' attitudes linking the quality of both to their readiness for online businesses.