Entrepreneurial Learning Research Articles

AHP-GGAGR Based Innovative and Entrepreneurial Learning Platform for University Students

AHP-GGAGR Based Innovative and Entrepreneurial Learning Platform for University Students

Research trends in digital entrepreneurship education: A bibliometric analysis

Digital entrepreneurship learning is an essential approach to equipping students with knowledge and skills for entrepreneurial behaviour in a digital landscape. This study presents a comprehensive bibliometric analysis of the literature on digital entrepreneurship learning. A total of 359 articles were initially retrieved from the Scopus database, focusing on publications from 2018 to 2022, and 121 relevant articles were selected for in-depth analysis. References were organized using Mendeley, and VOSviewer software was employed for the classification and visualization of trends, key themes, and research networks within the field. This review serves as a foundational resource for future research, highlighting prevalent topics and gaps in digital entrepreneurship education. By mapping the evolution and focus areas of current studies, this paper provides valuable insights for educators, researchers, and policymakers to support the development of effective digital entrepreneurship learning frameworks. Keywords: Bibliometric analysis; digital; entrepreneurship.

An emotional learning process? The role of socially induced and regulated emotions for the development of an entrepreneurial mindset

PurposeAlthough emotional dynamics (EDs) during the entrepreneurial learning (EL) process are acknowledged to promote the growth of an entrepreneurial mindset (EM), while having social causes, empirical research on learning mainly looks at emotions as socially isolated concepts. This study aims to investigate how socially induced and regulated emotions during the EL process affect EM development.Design/methodology/approachWe applied a qualitative, inductive approach related to interpretative phenomenological analysis to get deeply involved into individuals’ experienced emotions. We conducted semi-structured interviews with participants of two EL programs. Open-ended questions stimulated free narratives and detailed descriptions of experiences that were analyzed following a five-stage process.FindingsThere is a correlation between socially induced and regulated emotions and the development of EM elements. We suggest a framework for the EL process based on EDs, which triggers four main mechanisms that help individuals develop an EM: “re-assessment of individual emotions through EDs”, “EDs affected by facilitator intervention,” “sharing and co-creation of emotions,” and “sensemaking of experiences and emotions.”Originality/valueThis study adds to the knowledge on EDs during the EL process and contributes to the literature on EL and emotions in learning. Therewith, it helps to sensitize practitioners toward the complexity of emotions in the entrepreneurial process, allows to moderate individual emotional reactions and social Eds, and improves existing EE programs. Future research could investigate the interplay of specific personality traits, learning environments, and socioemotional team dynamics in EL.

Praksis Pembelajaran Kewirausahaan Pada Unit Produksi Jasa Boga

The Praxis of Entrepreneurship Learning in the Food services Production Unit. This study aims to investigate teachers’ concepts of entrepreneurship learning, entrepreneurship competencies developed in the production unit, and entrepreneurship learning processes in the production unit of food services in SMK Negeri 6 Yogyakarta. This study employed the qualitative case study. The research subjects were the principal, head of the study program, head of the production unit, and students. Data were collected through interviews, observations, and documentation. The collected data were analyzed using Miles and Huberman model consisting of data reduction, data display, and conclusion. The result shows that: (1) Entrepreneurship learning needs hands-on-experiences-based; (2) the entrepreneurship competency developed through the production unit includes a) entrepreneurship knowledge, consisting of self-knowledge and practical knowledge, b) entrepreneurship attitudes, consisting of work ethos, autonomy, discipline, creativity, and innovativeness, and c) entrepreneurship skills, consisting of: technical skill, human relations skill, conceptual skill, decision making skill, time management skill, and leadership skill; (3) no instructional standard employed in to develop entrepreneurship in production unit. There are three entrepreneurship learning models employed in the production unit: inside production, outside production, and mobile canteen. The learning outcome is measured in two ways, i.e. performance and product monitoring. Meanwhile, evaluation of the students’ learning progress is conducted by using profit-based evaluation. Keywords: learning, entrepreneurship, production unit

Simulation Exercise: Learning Entrepreneurship Through Local Market Business Opportunity Identification

This simulation exercise offers transformative experiential learning in entrepreneurship. Integrated with the knowledge, skills and attitudes framework, this exercise immerses students in real-world scenarios of local livelihood businesses. Through hands-on engagement, students propose solutions, fostering critical thinking and problem-solving aligned with Bloom’s Taxonomy. The exercise yields profound experiential learning outcomes, empowering students with insights, skills and attitudes vital for entrepreneurial success.

Building more entrepreneurial organizations through external innovation contests

AbstractFirms are increasingly adopting innovation contests to obtain ideas for new products and services from external parties, but many firms may not be sufficiently entrepreneurial to benefit from those ideas. Using an inductive longitudinal case study of three financial service firms, we explore the value of external innovation contests for less entrepreneurial and stagnant firms. Our findings indicate that stagnant firms indeed struggle to benefit from ideas generated through external innovation contests. However, we also show that firms undergo a structural change process toward higher entrepreneurial orientation through such contests. In particular, they become aware of an organizational readiness gap and act on it by (i) developing entrepreneurial skills, (ii) collaborating with external partners, and (iii) adapting organizational design and governance. Based on our findings, we propose an original framework for a corporate entrepreneurial learning process triggered by the innovation contest experience.

You say you can, but can you? The impact of entrepreneurship education on unwarranted and gendered entrepreneurial self-efficacy - a calibration study

PurposeEntrepreneurial self-efficacy (ESE) has a dark side largely ignored in the field of entrepreneurship education. Research in educational psychology indicates that self-efficacy is prone to misjudgment, with novice learners often displaying overconfidence. Furthermore, this misjudgment is gendered; studies suggest that men are more likely to display overconfidence and less likely to correct erroneous self-assessments. However, realistic self-assessments are essential for effective learning strategies, pivotal for performance in the ambiguous entrepreneurial context. Therefore, this study explores whether entrepreneurship education helps mitigate overconfidence, and if this impact varies by gender.Design/methodology/approachCommon in educational psychology, but new in the field of entrepreneurship education, a calibration design captures discrepancies between perceived and actual performance. Data from before and after an introductory undergraduate entrepreneurship course (N = 103) inform descriptive analyses, statistical comparison tests and calibration plots.FindingsAs expected, nearly all novice students showed significant overconfidence. Curiously, gender difference was only significant at the end of the course, as overconfidence had decreased among female students and increased among male students.Originality/valueThe paper advocates a more nuanced stance toward ESE, and introduces ESE accuracy as a more fitting measure of entrepreneurial overconfidence. The findings flag the common use of self-perception as a proxy for actual competence, and evoke new research avenues on (gender differences in) learning motivations of aspiring entrepreneurs. Finally, the study shares guidance for entrepreneurship educators on fostering a “healthier” level of self-efficacy for better entrepreneurial learning.

Leveraging online platforms for coach-peer conferences among university student entrepreneurs: building entrepreneurial self-efficacy

PurposeThe present study aims to examine the lived experience of undergraduate students in learning entrepreneurship education through online coach-peer conference at a university in Indonesia, in order to explore the lived experience of undergraduate students in developing entrepreneurial self-efficacy during the COVID-19 pandemic.Design/methodology/approachAnchored in a phenomenological case study, the student participants were interviewed using online platforms such as WhatsApp and Zoom. To triangulate the data, photographs were taken during observation while the participants were engaged in the online learning process. The interview data were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.FindingsThis study showed that participants built businesses with (1) the formation of entrepreneurial attitudes and behaviors, (2) increased their entrepreneurial literacy, and (3) increased their involvement in entrepreneurship education coaching programs. This study suggests that the development of entrepreneurial self-efficacy through an online coach-peer conference is important in the development of student businesses.Originality/valueThe findings suggest that nurturing the role of online coach-peer conferences in building student entrepreneurial self-efficacy, both during the pandemic of COVID-19 and in the future.

A New Mathetic (The Science of Learning) and Didactic (The Science of Teaching) Concept

The concept of Learngaming integrates Darwin’s natural selection theory into a learning and teaching framework designed to prepare individuals for the demands of the 21st century. It focuses on entrepreneurial learning through play, fostering the development of key skills such as efficiency, flexibility, and creativity. In contrast to traditional educational approaches, which emphasise rote learning and exams, Learngaming promotes active, nonlinear, and collaborative learning environments that reflect the dynamic, digital context of modern life. The methodology uses digital "LEARNGames" to simulate real-world challenges, allowing learners to adapt and thrive in uncertain environments by encouraging risk-taking and instant feedback. This method proves particularly effective in teaching 21st-century skills, as demonstrated in projects with gifted children, where learners showed improved retention and engagement through play-based learning. By shifting from a teacher-centred model to a learner-driven, game-based approach, Learngaming enhances both personal and collective learning outcomes, preparing individuals to succeed in an ever-evolving society.

Exploring the role of entrepreneurial self-efficacy into performance of graduate-owned small and medium-sized enterprises in Tanzania

PurposeThe study assessed the role of entrepreneurial self-efficacy (ESE) in the performance of graduate-owned small and medium-sized enterprises (SMEs). Specifically, the paper focused on how graduate owners’ confidence in identifying and commercializing new business opportunities and create new commodities according to the market demand influences both, the financial and non-financial performance of graduate-owned SMEs.Design/methodology/approachThe study employed a cross-sectional survey design, in which 228 SME graduate owners majored in entrepreneurship were involved through online structured questionnaires. The relationship between the variables was determined by using partial least squares structured equation modeling (PLS-SEM).FindingsThe results indicate that entrepreneurial self-efficacy of graduate SME owners influence the financial and non-financial performance of their SMEs. Specifically, financial performance values have a ß-value of 0.576 and a p-value of <0.0001, non-financial performance values have a ß-value of 0.275 and a p-value of <0.0001.Practical implicationsIn order to improve the performance of graduate-owned SMEs, universities should strive to equip graduates with self-confidence, which will enable them to utilize their entrepreneurial competences acquired through the entrepreneurship course programs. This will enable them to tackle business environmental challenges and be able to run successful businesses.Originality/valueThe results of this study extend the use of the self-efficacy theory in explaining the performance of graduate-owned SMEs in Tanzanian. Further, the study focused on ESE as a specific domain developed from entrepreneurship learning for entrepreneurial outcomes. Therefore, the study engaged graduate entrepreneurs who majored in entrepreneurship, which has not been the focus in most studies.

Developing and validating an instrument for assessing E-entrepreneurial idea feasibility

Despite the critical importance of e-entrepreneurship idea generation for e-venture success, there remains a significant lack of valid and reliable instruments to evaluate the feasibility of e-entrepreneurial ideas proposed by undergraduates during entrepreneurship learning. This study addresses this gap by creating and validating a scale based on the Business Model Canvas with a sample of 299 participants. Following established scale development procedures, a 13-item scale with four factors emerged: value creation and customer relationship management, cost structure, business viability, and customer segmentation and personalization. The scale demonstrates satisfactory internal consistency and criterion-related validity, providing a reliable tool for assessing e-entrepreneurial idea feasibility in higher education, benefiting both educators and researchers.

IMPLEMENTATION OF AN ENTREPRENEURSHIP LEARNING MODEL IN THE CREATIVE PRODUCT AND ENTREPRENEURSHIP COURSE FOR VOCATIONAL HIGH SCHOOLS

The learning model is one of the main factors that need to be considered in the learning process. This study aims to reveal the effect of applying the “EkRenFaTiHa” entrepreneurship learning model in vocational high schools. The research design is quasi-experimental. Determination of the sample using the purposive sampling technique. Data collection techniques using observation, documentation, and tests the prerequisite tests carried out are validity tests, reliability tests, normality tests, and hypothesis tests. The research location was in class XI at one of the state vocational schools in the Province of DIY. It was agreed with the school that it was not permissible to mention the name of the school, so the research location was named X’s vocational high schools. The results of the hypothesis testing showed that the cognitive value in the experimental class was significant, which was 0.001, where the value was < 0.05. This means that the “EkRenFaTiHa” entrepreneurship learning model can have a significant influence on student learning outcomes in the subject of creative products and entrepreneurship. While the value of product results in the experimental class is still higher than in the control class. The experimental class got an average product value of 75.455, while the control class average product value was 74.773.

The Analysis Factors Influencing the Implementation of Digital Social Entrepreneurship Application in Learning Engineering Education Using Structural Equation Modelling

A big part of being an entrepreneur is keeping up with modern technological advancements. However, many factors can lead to the ambition to launch an online company. Digital social entrepreneurship methodology examines the effects of college students' entrepreneurial mindset, smartphone usage habits, and Locus of Control on their digital business intentions. This research is fundamental because it provides information to universities that they can use to evaluate their plans for a digital-based entrepreneurship learning model that will help them provide a good education. This study involved 428 respondents, and the data obtained from the respondents were examined using the application of structural equation modeling with a survey approach for this research, which looks at a small portion of the community and collects data through questionnaires. The primary data was examined using SmartPLS 4.0 software and structural equation modeling. This study found that having an entrepreneurial mindset, smartphone use, and locus of control exerts a substantial and meaningful impact on one's aspiration to become a digital entrepreneur. We wanted to find out how college students' thinking about being an entrepreneur affects their desire to become a digital entrepreneur, using smartphone usage habits and locus of control as influencing factors. To make someone who wants to become an entrepreneur, this research needs to measure Digital Entrepreneurial Intention appropriately in students who take Entrepreneurship courses.

Hubungan Hasil Belajar Produk Kreatif dan Kewirausahaan (PKK) dengan Kesiapan Berwirausaha Siswa Teknik Pemesinan SMKS Dhuafa Padang

SMKS Dhuafa Padang equips students with entrepreneurial knowledge and skills through the subject of Creative Products and Entrepreneurship (PKK). However, students' entrepreneurial readiness is still low. This study examines the factors behind it, such as the narrowing of employment opportunities, entrepreneurship can create jobs, PKK has an influence on the entrepreneurial spirit, entrepreneurship learning has an important role in improving students' entrepreneurial readiness. This study uses a quantitative correlational type to determine the relationship between PKK and Entrepreneurial Readiness. 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 Readiness. This study found that PKK has a relationship with student entrepreneurship readiness 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) indicates a relationship.In conclusion, PKK proved to play an important role in increasing students' interest in entrepreneurship, with 15.1% influenced by PKK and the rest by other factors.

Failure’s virtues: the seeding of an emerging entrepreneurial ecosystem in a peripheral region

ABSTRACT A key strategy of governments in economically-lagging regions is to provide financial support to innovative start-ups. Yet, if such businesses fail, governments are criticized for ‘wasting tax-payers money’. This paper challenges this narrative. It provides a case study of Consilient Technologies, located in St John’s, Newfoundland and Labrador, Canada’s most economically under-developed province. The company had developed technology for the emerging cellular-phone market. It received significant funding from the Federal and Provincial governments. It recruited talent who would have left the province to seek employment and attracted others back to the province. It provided its workforce with the opportunity to acquire new competences, experience and knowledge along with entrepreneurial learning. Following its closure, its employees either moved to other technology firms in the emerging local entrepreneurial ecosystem or started their own businesses. The company also had significant demonstration effects for aspiring technology entrepreneurs. The study demonstrates to policy-makers that businesses that they support but which subsequently fail can nevertheless have a positive impact on the ecosystem. Accordingly, they need to have need to a tolerance for failure.

Practicality of syntax soft skill-based learning (Ss-BL): a new model in web-based entrepreneurship learning

The soft skills-based learning (Ss-BL) learning the methodology was proposed as an innovative approach to facilitate experiential learning in authentic real-world contexts. This was created to address the shortcomings of the Experiential Learning (EL) approach in enhancing student communication proficiency. Thus, this study's goal is to evaluate the viability of the Ss-BL learning paradigm. In this work, confirmatory factor analysis (CFA) and the Mile and Huberman methodology were employed in an exploratory sequential mixed methods approach. The paradigm for Ss-BL learning is created by conceptualization, theorization, hypothesization, and finalization phases. The research data was acquired via the process of document analysis and conducting a Focus Group Discussion (FGD). A focus group discussion (FGD) was carried out with a sample of 5 experts for research purposes. A non-test was the tool used in the FGD. The Ss-BL model consists of the Motivation, Observation, Real Experience, Implementation, Evaluation, Reflection phases. For all phases, a CFA value of 0.000 was obtained, that is, if the number is less than 2, it means that the Ss-BL model meets the goodness-of-fit model criterion. Among the innovative learning models suggested for entrepreneurial courses in vocational education, the Ss-BL model stands out as both a contribution to the advancement of knowledge and a viable option

Challenges of Preparing Students for International Entrepreneurship in the era of Artificial Intelligence

International entrepreneurship competencies in the era of rapidly developing artificial intelligence focus more than earlier on stepping out of one’s comfort zone, asking the right questions, assessing the reliability of information sources, and developing cross-cultural teamwork readiness. The purpose of this research is to prepare students for collaborative learning situations where generative artificial intelligence tools have become widely available. The main research question is: What are the challenges in different types of entrepreneurial team-based action learning projects in the context of artificial intelligence? Learning concepts based on collaborative learning and improving the international networking readiness of students are presented. Practical implications of time zone differences, trust building and conflict management in international teams are analysed based on the experience of X-Culture projects. We compare the opportunities and challenges of applying generative artificial intelligence such as ChatGPT-4, Microsoft Co-pilot and Google Gemini Advanced when developing learners’ own international business ideas to learning from international teamwork to assist foreign start-ups in entering new markets. Gaps in skills to apply human collaboration for critically assessing artificial intelligence summary answers and identifying possible hallucinations when comparing new potential foreign markets were revealed. Artificial intelligence applications can be used to form global student teams based on the similarity of entrepreneurial self-development visions of team members. Still, experimenting with prompts in these applications can also enhance readiness to compare the pros and cons of different international entrepreneurship concepts and intelligent questioning skills for coaching and consulting. Students can chat with AI in a role-playing manner that helps them understand how to manage cultural differences in international entrepreneurship teams. Online action learning driven by tasks of start-ups is an essential tool in the entrepreneurial learning approach that prepares students to understand the value and limitations of generative artificial intelligence tools for international entrepreneurship. This paper contributes to understanding the challenges in action learning of students for international entrepreneurship and ways to overcome these challenges in the era when generative artificial intelligence tools are changing learning and international entrepreneurship practices.

The Influence of Information Computer and Technology (ICT) Self-Efficacy and Entrepreneurial Learning on Technopreneurial Intention Among Engineering Students In Bandung City

The technology industry in Indonesia has experienced rapid growth, creating new opportunities for entrepreneurship in a field called technopreneurship. Small and Medium-sized Enterprises (SMEs), which contribute 61% to Indonesia's GDP, are undergoing a transformation by integrating online platforms and industrial processes. As of 2021, Indonesia ranked 74th out of 137 countries, with an entrepreneurship rate of 3.47%. This study aims to explore how ICT self-efficacy and entrepreneurial learning influence the intention to pursue technopreneurship among engineering students in Bandung. By understanding these factors, the research seeks to identify key elements in the formation of technopreneurs in Indonesia. The study employs a quantitative research method, using surveys to gather data. The survey is designed based on factors that influence the entrepreneurial intensity of engineering students. The research involves 382 samples from various universities in Bandung. Data will be analyzed using the Partial Least Square Structural Equation Model (PLS-SEM). The study tests three hypotheses, all of which show a positive and significant relationship between ICT self-efficacy, entrepreneurial learning, and technopreneurship intentions. The findings suggest that students with higher confidence in ICT and better entrepreneurial learning are more likely to have a strong intention to become technopreneurs. These results are expected to serve as a reference for universities in developing strategies to enhance technopreneurship interest among their students, contributing to the growth of the technopreneur ecosystem in Indonesia.

Entrepreneurial learning in informal apprenticeship programs: Exploring the learning process of the Igbo Apprenticeship System (IAS) in Nigeria

Entrepreneurial learning in informal apprenticeship programs: Exploring the learning process of the Igbo Apprenticeship System (IAS) in Nigeria

Optimalisasi Pembelajaran Kewirausahaan Bahasa dan Seni Melalui Integrasi Interactive Quiz Gamifikasi dalam Sistem Pembelajaran Jaringan

This research aims to optimize language and arts entrepreneurship learning by integrating gamified interactive quizzes in a network learning system. The research method involves the development and implementation of interactive quizzes that use gamification elements to increase student engagement and learning motivation. The research results show that the use of interactive quizzes with gamification elements can increase students' active participation, understanding of the material, and interest in language and arts entrepreneurship. The evaluation shows a significant increase in the achievement of learning outcomes and student satisfaction with the learning methods applied. The integration of technology in network learning proves its effectiveness in creating a more dynamic and interactive learning environment.