Entrepreneurship Education Learning Research Articles

Based on an entrepreneurship education framework: what are expectations for engineering entrepreneurship education in Hong Kong?

ABSTRACT Awareness and interest in engineering entrepreneurship education has been steadily increasing, yet questions remain on what should be taught. There is a need for research to examine the impact of engineering entrepreneurship education with reference to existing theory and research, and from perspectives of different stakeholders. This study investigates the expectations and perspectives of multiple stakeholders towards learning outcomes in engineering entrepreneurship education, mainly including students from first and final years of higher education, along with educators and industry professionals. A survey instrument was adopted to investigate student expectations towards engineering entrepreneurship education learning outcomes. The quantitative phase offered preliminary findings to support the next phase of individual interviews with students, educators, and professionals from the engineering industry. Findings revealed diverse expectations, needs and preferences across individuals and stakeholder groups. Implications are offered for curriculum design and implementation of teaching and learning practices in this field.

Global Trends on Electronic Learning and Entrepreneurship: Bibliometric Analysis (2001 – 2022)

The use of electronic learning in entrepreneurship education will increase entrepreneurial intentions and behaviors in university students. The purpose of this study is to comprehensively analyze electronic learning in entrepreneurship globally. The research method used is VOSviewer-assisted bibliometric analysis. The review showed that there were 398 academic documents published in the Scopus database between 2001 and 2022. The results showed that the most publications occurred in 2021, and keyword identification formed 7 clusters that grouped research themes in recent years. Based on the studies conducted, this study presents a roadmap for prospective researchers as well as critical themes that are very likely for future research success.

Artificial intelligence in entrepreneurship education: a scoping review

PurposeThe study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.Design/methodology/approachA scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.FindingsEducators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.Originality/valueThis study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

The Role of Perceived Behavior Control in Mediating Entrepreneurship Education and Entrepreneurial Intention

Indonesia has witnessed a rise in the number of educated unemployed individuals entering the job market since 2020. This study examines the impact of an Entrepreneurship Education Program on entrepreneurial intentions among millennials, with perceived behavior as a mediating variable. The research was conducted in six provinces in Indonesia, specifically on the island of Java, with 557 participants responding to the questionnaires. The study found that the Entrepreneurship Education Program (both Entrepreneurship Education Learning and Entrepreneurship Education Inspiration Tools) had a significant positive effect on entrepreneurial intentions. Additionally, perceived behavior partially mediated this effect. The program enhanced respondents' understanding of various aspects of entrepreneurship, such as attitudes, values, motivation, actions, and practical management skills needed to start a business. Overall, the findings highlight the importance of entrepreneurship education programs in fostering entrepreneurial intentions, especially among the millennial generation.

The impact of entrepreneurial course instructors' abilities on students' learning outcomes and the mediating role of students' self-efficacy: A case study of schools in China

This study aims to examine the impact of entrepreneurial course instructors' abilities on students' learning outcomes and the mediating role of students' self-efficacy in China. A survey was conducted among 395 university students in China with 358 valid responses to investigate the relationship between entrepreneurial course instructors' abilities and students' learning outcomes. The statistical results reveal a significant relationship between entrepreneurial course instructors' abilities and students' learning outcomes. Students' acquisition of entrepreneurship-related knowledge and abilities can be improved through entrepreneurship education. Students' perception of the quality of teachers in entrepreneurship education highlights the need for institutions to address the quality of instructors to better support students' learning in entrepreneurship education. The findings suggest that investing in the development and training of entrepreneurship course instructors can have a positive impact on students' learning outcomes in entrepreneurship education. This study contributes to the existing literature by highlighting the significance of entrepreneurial course instructors' abilities and students' self-efficacy in shaping learning outcomes in entrepreneurship education particularly in the context of China.

Students’ entrepreneurial learning through an internship abroad: A cross-cultural experience

Background: Cross-cultural learning provides students with the opportunity for improved self-awareness when they are placed in unfamiliar situations where their understanding of who they are and what they can do is challenged or expanded. This paper built on the concepts of experiential learning in rich contexts and self-image shocks and explored the research question on how cross-cultural learning in entrepreneurship exchange programmes offered students unique personal learning possibilities and outcomes.Aim: The aim was to build new theoretical and empirical knowledge on the influence and importance of cross-cultural learning in entrepreneurship education (EE).Setting: The study involved South African (SA) students taking part in an internship programme in the vibrant entrepreneurial ecosystem of Bergen, Norway.Methods: Adopting a longitudinal design and purposive sampling, four SA students were included in the study. Data were acquired from two reflective group sessions, on two separate instances, and a final student reflection report. The interviews were transcribed and coded along with the written reflection reports and these data sources were subjected to thematic analysis.Results: Four themes were uncovered: Learning about the entrepreneurial culture triggers comparison with own culture, Embracing uncertainty and developing entrepreneurial capabilities, Transformational learning through self-image shocks, Can I become a future entrepreneur? Where am I going?Conclusion: The research highlighted the importance of cross-cultural experience and foreignness as powerful triggers in stimulating students’ introspection and development of self-image.Contribution: The research combines two research streams, hence advancing our theoretical conceptualisation of cross-cultural learning in EE.

Authentic Learning in Entrepreneurship Education: The Case of a Student-led Social Venture Fund

Authentic Learning in Entrepreneurship Education: The Case of a Student-led Social Venture Fund

KEWIRAUSAHAAN MERUBAH MINDSET TARUNA SEBAGAI ALTERNATIF SOLUSI JOB SEEKER MENJADI JOB CREATOR DI POLITEKNIK PENERBANGAN SURABAYA

Changes in one's thinking about entrepreneurship tend to be influenced by factors of interest and readiness; job seekers become job creators. The mindset paradigm of the cadets/cadets of the Vocational School of Transportation in Indonesia is attached to the official pattern; ready to work immediately after graduation. However, empiricism shows that cadet graduates are faced with the opposite conditions. This course is designed to provide knowledge, skills and abilities to cadets regarding the development of entrepreneurial concepts, the role of creativity, innovation and various intelligences in entrepreneurship as well as matters related to preparation for become entrepreneurs Under these conditions, graduates are required to have other abilities in order to be able to compete in the world of work, for example the ability to become entrepreneurs. The role of educators is needed to change the mindset of graduates with job seekers to become job creators. To achieve this goal, the role of education is needed through the development of an entrepreneurship curriculum. Based on the research results, it will contribute directly to the preparation of the entrepreneurship education learning curriculum at the Air Transportation Vocational School. Thus, the practical implications related to the findings of this research are its application at the policy and operational levels and the authors contribute to preparing Air Transportation Vocational School graduates capable of entrepreneurship as a career alternative to compete in the world of work.

DESIGNING AND ASSESING AN ISLAMIC ENTREPRENEURSHIP EDUCATION MODEL FOR ISLAMIC HIGHER EDUCATION (IHE)

The implementation of entrepreneurship course can be carried out by integrating the tridharma of higher education (the threefold missions of higher education) simultaneously in learning, for which a guideline is needed for its implementation. This study aims to design and assess the Islamic Entrepreneurship Education (IEE) model in the tridharma in Islamic Religious Universities (PTKI) in Aceh. This research was conducted through Design-Based Research (DBR) involving 3 experts and 6 lecturers. The research instrument used was a questionnaire which was analyzed statistically descriptively, while the qualitative data used interviews and were analyzed with an interactive model. The results of the design of the IEE model has produced three aspects along with four elements for the dimensions of education and teaching, research, and community service. These three aspects are inter-curricular activities, co-curricular activities, and extra-curricular activities, while the four elements are the objectives of implementing entrepreneurship education learning activities, entrepreneurial learning materials/content, using entrepreneurship learning methods, and implementing evaluations of entrepreneurship learning. The design of this model has the description for the implementation procedure. This design of IEE model can be used by lecturers as a model for implementing IEE in Islamic Religious Universities.

The influence mechanism of the relationship between entrepreneurial learning and entrepreneurial intention.

Based on relevant literature, this study adopted entrepreneurial learning theory to construct a relationship model between entrepreneurial learning and entrepreneurial intention. In this framework, entrepreneurial learning was divided into three dimensions: entrepreneurial education learning, experiential learning, and social network learning. A questionnaire survey was conducted among 1,399 undergraduate students in Zhejiang Province to investigate how entrepreneurial learning influenced entrepreneurial intention, while considering the mediating effect of entrepreneurial self-efficacy. This empirical research found that: (1) experiential learning and social network learning had significant positive impacts on entrepreneurial intention, but there was no significant relationship between entrepreneurial education learning and entrepreneurial intention; (2) entrepreneurship education learning and social network learning had significant positive relationships with entrepreneurial self-efficacy, but experiential learning had a significant negative relationship with entrepreneurial self-efficacy; and (3) entrepreneurial self-efficacy partially mediated the relationship between experiential learning, social network learning, and entrepreneurial intention, and fully mediated the relationship between entrepreneurial education learning and entrepreneurial intention. These findings suggest that colleges and universities in China could broaden entrepreneurial learning and strengthen social network learning.

PEMBELAJARAN ENTREPRENEUSHIP DENGAN METODE DESIGN THINKING PADA SISWA SISWI SMAK FRATERAN SURABAYA

Entrepreneurship education must be carried out from an early age. The imbalance in the number of productive labor forces with the availability of jobs will cause unemployment. One way to reduce unemployment is to create entrepreneurs through entrepreneurship education from an early age. SMAK Frateran is a school that strives to create graduates who are able to answer the challenges of the future. SMA Frateran specifically makes entrepreneurship education taught from an early age through learning with gradual materials, especially with the design thinking method. The design thinking method starts with redefining the problem and creating innovative solutions for prototyping and testing. It is hoped that the design thinking method will provide entrepreneurship education learning by looking at environmental problems and solutions by making a business project as an output of learning.
 Keywords: entrepreneurship, entrepreneurship education, design thinking

Innovative online learning in entrepreneurship education: The impact of embedding real-life industry practice in the virtual learning environment

Applied areas of entrepreneurship are growing in popularity due to the ongoing need for students to gain specialised skills to find employment after graduation. This study explores how educational scaffolding can facilitate the delivery of online experiential activities to improve the entrepreneurial learning experience and the performance of music management students by using information and communications technology tools within the virtual learning environment. A case study methodology was adopted to present two scenarios of innovative online learning delivered in a postgraduate programme in music management. This research takes into consideration the difficult transitional journey for some students from studying to being immediately thrust into the workplace, which often requires different types of knowledge, experience, skills and competences. The findings show that, by strengthening industry links, tutors can build a portfolio of online practical activities that represent the ‘real-life’ industry, helping to forge long-term, collaborative partnerships to facilitate learners’ acquisition of more meaningful knowledge and opportunities.

Blended learning in entrepreneurship education: a systematic literature review

PurposeCurrent research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.Design/methodology/approachThe author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.FindingsThe findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.Originality/valueThe paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

Effectiveness of virtual team learning in entrepreneurship education: a survey study

This study examines the effectiveness of virtual team learning for entrepreneurship competence in the Chinese higher education sector. Related research on the effectiveness of virtual team learning is sparse, especially in the area of entrepreneurship education. We assumed four hypotheses to analyze two sorts of relationships: one between input, respondents’ demographics or characteristics, and mediators, namely virtual teamwork, virtual taskwork, information and communication technology; the other between mediators and output, thus the effectiveness of entrepreneurship education. An online survey was carried out to collect respondents’ perceptions of virtual team learning in entrepreneurship education from teamwork, taskwork, and information and communication technology aspects, considering respondents’ demographics or characteristics. By explaining factors of the team process, the findings show that virtual teamwork, taskwork, and information and communication technology positively affect the entrepreneurial outcome of virtual team learning. Additionally, individual characteristics, including gender, education degree, education field, entrepreneurial family history, and prior entrepreneurial experience have different effects on three elements of virtual teams. The applied model provides a holistic perspective on virtual team learning and explains the association between three sectors. These findings may provide an empirical basis for making decisions in the design and development of entrepreneurship learning and teaching offerings.

Constructivist Approaches: A Budding Paradigm for Teaching and Learning Entrepreneurship Education

Constructivism is an approach to learning that believes in the personal construction of knowledge by learners through the interaction of prior knowledge to form a new experience. Constructivism represents the state-of-the-art in the teaching of Mathematics and Sciences at all levels of education. However, there is less work on constructivist teaching and learning in Entrepreneurship Education. This study reviewed theoretical and empirical studies on constructivism with emphasis on how it can help organizations achieve value creation through the vehicle of Entrepreneurship Education. Also, the study summarizes the pedagogical goals of constructivist learning and conceptualizes the dimensions of Entrepreneurship Education, the relevance of Entrepreneurship Education, teaching methods in Business Education, and brings out an understanding of the paradigm shift. The study reveals that the focus of Entrepreneurship Education is to promote innovation and value creation among learners. Consequently, the researcher has drawn a useful conclusion on the application of constructivist approaches in teaching Entrepreneurship Education, and it was recommended, among others; that stable industrial policy on the collaboration between small business entrepreneurs and research institutions for the exploitation of research findings of those institutions to achieve sustainable technological development.

Development of E-Commerce Systems as a Learning Media for Entrepreneurial Education

This research was conducted at SMK N 2 Padang which aims to implement the e-commerce system as a learning medium for entrepreneurship education in order to increase the potential of students in entrepreneurship according to the chosen field of expertise. As well as preparing students to compete in the world of work and be able to open their own jobs by utilizing technology in the form of internet networks. The method used in this study is a Research & Development (Development Method) with a waterfall development model. This model consists of several stages including the planning stage, the software needs analysis stage, the software design stage, the implementation stage, and the maintenance stage. With the existence of an e-commerce system as a medium of learning in entrepreneurship education, students can understand business processes that utilize the internet network, be it the production process, the marketing process, or the transaction.

Flashmob: A Heutagogical Tool for Social Learning in Entrepreneurship Education

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional, individualist, functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. This learning innovation is an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. It uses flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By careful framing around appropriate entrepreneurship theory, combined with coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. We contribute by providing a heutagogical tool to be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

INFLUENCE OF THE USAGE OF SOCIAL NETWORKING SITES ON ACADEMIC PERFORMANCE OF STUDENTS IN ENTREPRENEURSHIP EDUCATION

<p>The study investigated the influence of the usage of social networking sites on academic performance of students in Entrepreneurship Education. Two research questions and two hypotheses guided the study. The study adopted a descriptive survey design. The population consisted of 120 students (60 males and 60 females) from University of Calabar in Nigeria. A questionnaire with a-4-point rating scale was used to elicit responses from the respondents. The instrument was tested for reliability using Cronbach Alpha, and it yielded a reliability coefficient of 0.89. Data collected were analyzed using mean and standard deviation to answer the research questions and t-test to test the hypotheses at a confidence level of 0.05. The findings from the study revealed that the motives of students using social networking sites include: connecting with family and friends; searching for new friends; online news; entertainments; information sharing, chatting, downloading music and movies and searching for study materials. It was also found that the usage of social networking sites had strong positive influence on the students. Similarly, the test of hypotheses indicates that there is significant difference in the motive of using Social Networking Sites (SNSs) by male and female students in Entrepreneurship Education. Besides, it was found that there is a significant difference in the opinion of male and female respondents on the influence of social networking sites usage on the academic performance of male and female students in Entrepreneurship Education. The implication of the study is that social networking sites could be used as educational resource in order to improve academic performance of both male and female students. However, usage of the networking sites may also influence academic performance negatively. Teachers and counselors need to particularly take notice of this for necessary remedial actions. Based on the findings, it was recommended that Universities and lectures in particular should adopt the usage of social networking sites to enhance teaching and learning in Entrepreneurship Education and other related disciplines.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0789/a.php" alt="Hit counter" /></p>

The development of effective new venture teams in venture creation programmes

PurposeThe purpose of this study is to explore how effective new venture teams are developed in venture creation programmes.Design/methodology/approachThis paper presents a multiple case study focusing on the development of effective new venture teams. Semi-structured interviews with 15 new venture teams from two different venture creation programmes were conducted and an abductive analysis approach was used.FindingsThree key phases of the development of an effective new venture team are identified: (1) establishing a foundation for collaboration, (2) structuring the teamwork and (3) adapting to changes. Key activities undertaken by effective new venture teams in each phase are explicated. The findings suggest that new venture teams that are able to establish a foundation for team collaboration and teamwork structuring have the capacity to persevere through the challenges inherent in emerging ventures.Originality/valueThis study offers a much-needed practical perspective about how effective new venture teams are developed in venture creation programmes, and how venture creation programme educators can facilitate the development of effective new venture teams. For educators, these findings provide important insights about team-based learning in entrepreneurship education.

Underpinning the entrepreneurship educator\u2019s toolkit: conceptualising the influence of educational philosophies and theory

Entrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.