Quality Of Entrepreneurship Education Research Articles

Entrepreneurship Education and Social Environment: Key Drivers of Entrepreneurial Interest Among Students

This study aims to identify the key determinants of entrepreneurial interest among students, focusing on the influence of entrepreneurship education and the social environment. The research explores both the individual and combined effects of these factors on students enrolled in entrepreneurship programs at Universitas Negeri Makassar. This study is categorized as quantitative descriptive research, utilizing data collected through questionnaires with a Likert scale. The analysis includes descriptive statistical analysis, prerequisite analysis, hypothesis testing, and the determination of the coefficient. The findings indicate that both entrepreneurship education and the social environment have a significant impact on students' entrepreneurial interest, both individually and collectively. These results suggest that the quality of entrepreneurship education and the surrounding social environment play critical roles in fostering entrepreneurial interest among students in entrepreneurship study programs at public universities in Makassar. The study underscores the importance of creating a supportive educational and social environment to encourage entrepreneurial aspirations among students.

Unveiling The Effect of Entrepreneurship Education, Curriculum and Lecturer Competency Toward Grit Entrepreneurial (Evidence: Higher Education Student in Bandung)

This study aims to unveil the effect of entrepreneurship education, curriculum, and lecturer competency on entrepreneurial grit among higher education students in Bandung. The research employs a quantitative approach, utilizing questionnaires as the primary data collection instrument. A total of 83 respondents, all higher education students in Bandung, participated in the survey. The data were subjected to statistical analysis to determine the impact of the three variables on entrepreneurial grit, defined as the perseverance and passion for long-term goals in entrepreneurship. The results of the analysis indicate that the curriculum does not have a significant influence on entrepreneurial grit. This suggests that the structure and content of the curriculum alone may not be sufficient to cultivate the necessary traits for entrepreneurial success. On the other hand, entrepreneurship education and lecturer competency were found to have a positive and significant impact on entrepreneurial grit. This underscores the importance of well-designed entrepreneurship education programs and the crucial role of competent lecturers in fostering and nurturing entrepreneurial qualities in students. These findings provide valuable insights for educational institutions aiming to enhance their entrepreneurship programs. By focusing on the quality of entrepreneurship education and the competencies of their lecturers, institutions can better support the development of entrepreneurial grit among their students. This study highlights the need for a more holistic approach to entrepreneurship education, where both the content and delivery by skilled educators are given priority to effectively cultivate future entrepreneurs.

Quality Analysis of PDCA-Based Edupreneurship in 21st-Century Higher Education

The objective of this qualitative descriptive study is to evaluate the effectiveness of the PDCA (Plan, Do, Check, Act) cycle in enhancing the quality of entrepreneurship education, or "edupreneurship," within universities, with a focus on Tangerang Raya University. This research engaged key stakeholders from the university, including the Vice-Rector for Academic and Student Affairs, deans and vice deans of the Faculty of Economics, Business and Humanities, the Faculty of Teacher Training and Education, and the Faculty of Engineering, as well as coordinators of study programs and students participating in edupreneurship initiatives. The findings indicate that the PDCA cycle significantly contributes to the improvement of edupreneurship quality and achievements at Tangerang Raya University. By facilitating the identification of weaknesses, the PDCA cycle enables continuous enhancements in the entrepreneurial education process. Despite its effectiveness, the implementation of the PDCA cycle in edupreneur programs encounters several challenges. These include constraints such as limited resources (budgets, teaching staff, and facilities), implementation hurdles, varying levels of engagement among members, shifting priorities, challenges in identifying opportunities, time limitations, difficulties in impact assessment, collaboration challenges, member turnover, and environmental uncertainties.This study underscores the PDCA cycle's potential in fostering edupreneurship within universities. However, it also highlights the necessity for addressing the aforementioned obstacles to fully leverage the PDCA cycle's capabilities in enhancing the quality of edupreneurship education. Addressing these challenges is essential for the sustained success and effectiveness of edupreneur programs driven by the PDCA quality management cycle.

Condusivity Academic Climate to Improve the Quality of Entrepreneurship Education in Emerging Economies

Condusivity Academic Climate to Improve the Quality of Entrepreneurship Education in Emerging Economies

Implementation of Digital Marketing Literacy in Entrepreneurship Learning to Improve Online Business Readiness

In today's digital age, online business has become a global phenomenon that plays an integral role in the world economy. However, at the local level, especially in Bojonegoro, there is a problem of low involvement of vocational students in online business. This is a serious concern considering that SMK should be an educational institution that is able to produce graduates who are ready to enter the world of work, including in the realm of online business. The importance of increasing digital marketing literacy in entrepreneurship learning at SMK is very important so that students can develop the skills needed to understand, manage, and optimize online businesses. Learning strategies that are integrated with digital marketing literacy are expected to provide students with a better understanding of online business concepts, digital marketing, and effective strategies in the global and local scope. This research novelty will contribute by filling these knowledge gaps and providing new insights into the development of an entrepreneurial curriculum oriented towards digital marketing literacy at the vocational level. The inability of SMK students to understand and apply digital marketing literacy can be a serious obstacle in creating a generation that is strong and ready to do business online. Therefore, this research has an urgency to improve the quality of entrepreneurship education in vocational schools. This study used a descriptive qualitative approach. The subject of the study involves Students. Data was collected through observation, interviews, and documentation. Data analysis involves the reduction, display, and inference of data, with tringulation used to ensure validity. The results of research, observations, and interviews show that learning digital marketing literacy in entrepreneurship at SMKN Ngraho Bojonegoro and SMKN Temayang Bojonegoro has contributed positively to students' understanding of online business. Involvement Students in the project- a practical and integrated learning approach have help them develop the skills and knowledge needed to succeed in a digital business environment. Although there are some areas that require additional attention, overall, this learning program can be considered successful in improving the digital marketing literacy of vocational students in both schools.

Fostering Entrepreneurial Interest: Role Models, Entrepreneurship Education, And Locus Of Control In Banyuwangi Vocational High School Students

High unemployment rates and limited job opportunities globally intensify competition among applicants. In Indonesia, particularly at the vocational school level, unemployment is a growing concern, with graduates constituting a significant portion of job seekers. The main challenges lie in the quality of entrepreneurship education and the lack of interest in entrepreneurship among vocational school students, leading to a mismatch between graduates and market needs. This research addresses the knowledge gap by focusing on entrepreneurship education, teacher role models, and the impact of locus of control on vocational school students' interest in entrepreneurship. The study, conducted in three vocational schools in Banyuwangi, aims to understand the complex interactions between these factors and their influence on entrepreneurial interest. Using quantitative methods, the research involves 214 vocational school students who have taken entrepreneurship or craft subjects, focusing on marketing majors. The data analysis utilizes SmartPLS 3.3.3 and Structural Equation Model (SEM) to examine the relationships. Findings reveal a positive correlation between entrepreneurship education and students' entrepreneurial intentions and locus of control. Similarly, family role models positively impact students' entrepreneurial intentions and locus of control. A higher locus of control is associated with increased entrepreneurial intentions. Moreover, both entrepreneurship education and family role models contribute to heightened entrepreneurial intentions through locus of control. The implications suggest that enhancing entrepreneurship education and promoting family role models can effectively strengthen vocational school students' interest in entrepreneurship. Locus of control plays a crucial mediating role in this process. The research outcomes offer valuable insights for educators and policymakers to improve the effectiveness of entrepreneurship education, emphasizing the role of teachers as role models and fostering an understanding of locus of control. This approach aims to positively impact unemployment rates and local economic growth

Construction of the Quality Evaluation System for Innovation and Entrepreneurship Teaching

With the advancement of the wave of innovation and entrepreneurship education reform, how to establish a perfect and efficient innovation and entrepreneurship education quality evaluation system has also been widely concerned by educators. On the basis of a comprehensive analysis of the composition of the innovation and entrepreneurship education system, we propose the indicator composition of an evaluation system based on the OBE education concept. In addition, with the goal of continuous improvement, we aim to construct a scientific, reasonable, and professional certification compliant evaluation plan for the quality of innovation and entrepreneurship teaching in universities. This will enhance the evaluation of teaching quality in universities and better implement the national requirements in this regard.

Risk Taking Behaviour as Determinant of Entrepreneurial Aspiration of Undergraduates in Tertiary Institutions in Ekiti State, Nigeria

Aim: The continuous increase in the rate of unemployment among graduates of tertiary institutions in Ekiti State has been a source of worry for the government and the public. Despite the series of courses taken on entrepreneurship during the period of their studies in the institutions, it was observed that many graduates could not establish their enterprises after graduation due to certain reasons. It was against this background that this study investigated the relationship between risk-taking behaviour and entrepreneurial aspiration of undergraduates as well as the difference in the risk-taking behaviour of male and female undergraduates towards entrepreneurship. 
 Methodology: Descriptive research design of the survey type was adopted for the study. The population of the study was 7342 final-year students in all tertiary institutions in Ekiti State. Simple, stratified and proportional random sampling techniques were used to select 400 students from faculties/schools across the three types of institutions in the state. A self-constructed instrument tagged Risk Taking Behaviour and Entrepreneurial Aspiration Questionnaire (RTBEAQ) was used to collect the data for the study. The instrument was constructed on 4-point Likert scale statements. Three experts ascertained the accuracy of the items on the instrument. The reliability of the instrument was established through Cronbach's alpha after it had been administered to 40 students outside the sample for the study, which yielded a coefficient value of 0.86. The reliability coefficient obtained for the instrument was considered high enough for the study. Data collected were analysed using Pearson's Product Moment Correlation and z-test. All hypotheses formulated were tested at a 0.05 level of significance.
 Results: Findings of the study revealed that there was a significant relationship between risk-taking behaviour (mean of 12.83) and entrepreneurial aspiration of undergraduates (mean of 80.92) with a p-value of 0.00, < 0.05. Also, the finding of the study showed that there was a significant difference between risk taking behaviour of male (mean of 241.2) and female (mean of 256.1) undergraduates with p-value of 0.01< 0.0.05). 
 Recommendation: It was recommended among other that adequate education should be given to undergraduates in tertiary institutions on risk-taking and entrepreneurial aspirations in a bid to prepare them for entrepreneurial activities in future. The quality of entrepreneurship education given across all tertiary institutions should be the same since all entrepreneurs are going to face the same challenges when engaging in entrepreneurial activities.

Towards SDGs 4 and 8: How Value Co-Creation Affecting Entrepreneurship Education’s Quality and Students’ Entrepreneurial Intention

Vocational high school (VHS) is a formal education designed to equip students with ready-to-use industrial skills upon graduation. However, its graduates continue to dominate the Open Unemployment Rate, despite the Indonesian government’s efforts to incorporate entrepreneurship education into the VHS curriculum. The premise of education as a service with students as the customers has inspired this research to study the phenomena of entrepreneurship education in VHS from the Service–Dominant Logic perspective. This study aimed to investigate the direct effect of students’ value co-creation on their entrepreneurial intention and the mediating role of the quality and satisfaction of entrepreneurship education. The PLS-SEM method was applied to analyze 202 samples of VHS students from 13 administrative regions within West Java Province, Indonesia. It was found that students’ value co-creation in entrepreneurship education significantly affected the education quality and students’ entrepreneurial intention. However, the mediating role of students’ satisfaction was significantly influenced by education quality and value co-creation only, while satisfaction itself could not influence entrepreneurial intention. These findings are expected to be considered by the government and VHS to further involve the students in value co-creation since it can enhance the quality of entrepreneurship education and, thus, students’ interest in becoming entrepreneurs. The results of this study are committed towards the SDG 4 and 8’s initiatives to provide quality education in order to boost entrepreneurship for economic growth.

Entrepreneurship Learning through Active Teaching Methods: Analysis of the Student and Teacher Perception of Learning in Applied Projects

This research investigates the perception of students and teachers of the entrepreneurship discipline regarding active teaching methods and how these learnings are utilized in entrepreneurship projects. Active teaching methods were introduced in the 1970s to create innovative learning experiences and utilize student knowledge. However, not all teachers are qualified or motivated to conduct the teaching process. Contemporary business schools have been guiding teachers and students to explore didactic alternatives, such as Problem-Based Learning, to achieve more effective teaching results. The research seeks to understand how students apply the knowledge acquired in entrepreneurship projects and how these projects are affected by the teaching methods used in the discipline. The results can be used to improve the quality of entrepreneurship education and enhance the practical application of the knowledge acquired by students. Keywords: Innovative learning experiences, active teaching methods, entrepreneurship projects DOI: 10.7176/RHSS/13-6-01 Publication date: March 31 st 2023

The Influence of Personality and Entrepreneurship Education on Interest in Entrepreneurship Faculty of Economics and Business Students with Attitude of Entrepreneurship as Intervening Variable

Indonesia is a country that has a very large population and has abundant sources of wealth. The more developed a country, the more experts needed. There will be competition for jobs which causes an imbalance between the small number of jobs and the increasing number of job applicants. In addition, this can also increase the number of unemployed in a country. The most appropriate solution to reduce the number of unemployed is by entrepreneurship. Someone can open jobs to overcome the problem of unemployment that occurs due to the limited number of jobs provided by the government. This study aims to determine the direct and indirect effects of the influence of personality, entrepreneurship education on interest in entrepreneurship, with entrepreneurial attitudes. This study uses a quantitative approach with a descriptive explanatory type which describes the relationship between variables with a population of 153 students. The sampling technique used Proportional Random Sampling totaling 62 students of the Faculty of Economics and Business, Makassar State University. The results of the study show that directly and indirectly the influence of personality, entrepreneurship education with entrepreneurial attitudes has a significant effect on the interest in entrepreneurship. Based on the results of the research that has been done, this research can be a source of information or reference for teaching staff or lecturers in order to improve the quality of entrepreneurship education received by students and personality plays a role in improving the mindset in entrepreneurship skills.

Evaluation method of innovation and entrepreneurship education quality in colleges and universities based on entropy weight method

Evaluation method of innovation and entrepreneurship education quality in colleges and universities based on entropy weight method

Entrepreneurship education for women through project-based flipped learning: The impact of innovativeness and risk-taking on course satisfaction

PURPOSE: The primary aim of this research is to explore the correlation between learners’ characteristics and the perceived value and satisfaction associated with Project-Based Flipped Learning (PBFL) methodologies. A secondary objective involves investigating how these PBFL methodologies can be employed to enhance the quality of entrepreneurship education for women. METHODOLOGY: During the first semester of 2018, a total of 80 students enrolled in the Communication Society class were engaged in a longitudinal study, involving bi-weekly online surveys prior to the semester’s conclusion. The survey instruments utilized Likert-scale measurements, with a 5-point scoring system. The data acquired was subsequently analyzed using structural equation modeling, which facilitated the examination of both the pre- and post-change scores and the structural properties of their relationships with overall course satisfaction. In terms of statistical evaluation, the study employed Generalized Structured Component Analysis (GSCA), a powerful component-based SEM technique, thus ensuring a robust and academically rigorous interpretation of the data. FINDINGS: Our research sought to understand the effects of learners’ characteristics, specifically innovativeness and risk-taking, on course satisfaction in Project-Based Flipped Learning (PBFL). We found that female learners’ innovativeness positively influenced their perception of the project’s entertainment and educational value, which in turn increased preference for PBFL and course satisfaction. Interestingly, risk-taking did not significantly influence perceived project value, which provides insights into the role of personality traits in learning outcomes. IMPLICATIONS: Our study invigorates entrepreneurship education theory by highlighting the key role of learner innovativeness in PBFL course satisfaction, urging a nuanced examination of personality traits in educational contexts. Further, we question the established importance of risk-taking, necessitating a critical reassessment in this domain. These pivotal theoretical contributions challenge prevailing assumptions, enrich scholarly discourse, and open new avenues for research. On the practical side, our findings emphasize the imperative of fostering innovativeness in women’s entrepreneurship education. These insights underscore the need for a strategically tailored, creative learning environment, with the potential to enhance learner engagement and satisfaction significantly. In sum, our research generates transformative theoretical insights and provides actionable strategies for improving the practice of entrepreneurship education. ORIGINALITY AND VALUE: Our research presents a novel approach to fostering women entrepreneurs in the media sector through PBFL. This unique focus on the intersection of gender, media entrepreneurship, and PBFL distinguishes our study from existing literature. Furthermore, our findings offer educators invaluable guidance for enhancing female entrepreneurship education, thereby enriching the pedagogical landscape of this domain.

Comprehensive Evaluation of Sustainable Development of Entrepreneurship Education in Chinese Universities Using Entropy–TOPSIS Method

A comprehensive evaluation is important for the sustainable development of entrepreneurship education in colleges and universities. Specifically, evaluating entrepreneurship education in colleges and universities from the perspective of teachers, as stakeholders of entrepreneurship education in colleges and universities, can provide a basis for decision making to improve the quality of entrepreneurship education. Using the improved entropy–TOPSIS method, this study selects 35 indicators from five aspects, namely, curriculum systems, organizational leadership, faculty construction, teaching management, and an institutional guarantee, to establish a sustainable and comprehensive evaluation framework for entrepreneurship education in colleges and universities. Survey data from a questionnaire of college teachers in 11 provinces (cities) in China’s Yangtze River economic zone are used. The objective is to propose a framework that enables a comprehensive evaluation of the sustainability of entrepreneurship education and to develop a new evaluation method that highlights the challenges in evaluating the sustainability of entrepreneurship education, including the selection and effective measurement of the evaluation criteria. The study provides a scientific basis and support for decision making on the optimal reform of entrepreneurship education, faculty allocation, and education methods in Chinese universities and contributes to the realization of the goal of sustainable development of entrepreneurship education in universities.

Research on the Evaluation Method of University Bi-Entrepreneurship Curriculum Based on IoT Integrated with AHP Algorithm

The Internet of Things (IoT) is essential for the success and adoption of digital entrepreneurship in universities. The Internet of Things (IoT) is the integration of electronic objects, peripherals, cities, and other items and equipment with embedded software, electronics, actuators, network connections, and sensors that allow these things and equipment to share and gather data. The usage of IoT for university bi-entrepreneurship can equalize the playing field in many areas of the economy, creating options like as remote work at any time and from anywhere. Nowadays, universities are playing an essential part in the careers of students. In this regard, government departments provide considerable assistance in recruiting individuals and companies in a variety of ways, including funding and tax policies. However, many factors affect university students’ innovation and entrepreneurship education. Therefore, it is necessary to establish a quality evaluation system of innovation and entrepreneurship education, which can guide university students’ targeted innovation and entrepreneurship by improving the comprehensive ability and employability of these students. Therefore, this paper constructs an evaluation index system of university students’ innovation and entrepreneurship education quality, including several dimensions and several sub-indicators. On this basis, the analytic hierarchy process (AHP) algorithm is used to construct the judgment matrix, and the ranking weight of each comparison element is calculated according to the judgment matrix. The suggested system first constructs a hierarchical model to conceptualize the relationship between different elements and then builds a judgment matrix. After establishing the judgment matrix, the calculation methods of the characteristic root, square root, and idempotent relative weight are systematically checked. The experimental results reveal that the proposed evaluation system has a stronger impact on promoting university students’ creativity, entrepreneurship, and employment.

Entrepreneurship education and entrepreneurial intent: a comparative study of the private and government university students

PurposeThe purpose of this study is to explore the relationship between educational qualification and entrepreneurial intent (EI) of the students of private and government universities located in the state of Odisha, India.Design/methodology/approachThe study is based on the responses of 485 students of selected private and government universities in Odisha, India. A multistage random sampling approach has been adopted to collect the data and was tested for the role of different elements relating to education in explaining EI.FindingsThe findings suggest that the private universities are superior to the government universities in their Quality of Entrepreneurship Education (QEE), students' Exposure to Entrepreneurship Education (EEE) and their EI. Business Management and Commerce students have more inclination toward entrepreneurship compared to the students of professional streams like Law, Pharmacy, Engineering etc. Self-employed parents, EEE and Extra-Curricular Activities (ECA) are the significant determinants of EI among the university students; whereas, Academic Achievement (AA) and Socio-economic Status (SES) do not significantly explain their EI. Finally, gender also plays a vital role where male students show higher EI compared to their female counterparts.Practical implicationsThe research provides an understanding of the significance of entrepreneurship education along with ECA in developing EI among government and private university students.Originality/valueThe paper not only empirically presents the major differences between private and government-owned universities while dealing with entrepreneurship development at the university level but also highlights the impact of demographic and socio-economic characteristics of the students on their EI.

Evaluation Platform for Innovation and Entrepreneurship Education Quality of Local Undergraduate Colleges and Universities under the Background of "1 + X" Policy Based on Big Data

Evaluation Platform for Innovation and Entrepreneurship Education Quality of Local Undergraduate Colleges and Universities under the Background of "1 + X" Policy Based on Big Data

Специфика обучения предпринимательству по программам среднего профессионального образования

The article is devoted to the consideration of the issue of studying under the Entrepreneurship program in Russian colleges, the issues of the specifics of teaching this profession, the need to master unique professional competencies are raised. The article analyzes the current state of secondary vocational education and the ways of its development in the field of entrepreneurship, describes the problems of entrepreneurship education in colleges in Russia, identifies ways to overcome crisis situations in the development of secondary vocational education on the example of the Synergy University for entrepreneurship training programs. The article takes into account the experience of the federal innovation platform operating on the basis of the Synergy University, which implements a project called “Model of the innovative system of continuous entrepreneurial education in higher educational institutions of the Russian Federation”. Entrepreneurship education in college is associated with a number of features: entrepreneurship is a professional activity with its inherent labor functions; to engage in entrepreneurship, it is necessary to register on a voluntary basis; professional interests often include personal, family, consumer and other interests; entrepreneurial activity is associated with risk and uncertainty; in the process of learning entrepreneurship, it is often necessary to be guided by rational motives and logic; students of entrepreneurship must have professional aptitude to do their business. These features should be taken into account in the forms of entrepreneurship education in college, therefore, classical forms of education are not very mundane when teaching entrepreneurship. The article analyzes the existing forms of education and suggests ways to improve entrepreneurship education, namely, the inclusion of more practical disciplines in the curricula, attracting practical teachers in the field of entrepreneurship for training; also increasing the motivation of the teaching staff, including by increasing wages and introducing intangible incentives; conducting practical classes and practices on entrepreneurship in business incubators and business centers. All this should improve the quality of entrepreneurship education in college.

Research on the Quality Evaluation of Innovation and Entrepreneurship Education of College Students Based on Extenics

It is very important to evaluate the quality of innovation and entrepreneurship education for college students. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, This paper constructs an evaluation index system of innovation and entrepreneurship education quality of college students with 5 dimensions:Innovation and entrepreneurship education curriculum and activities, Innovation and entrepreneurship education conditions, Innovation and entrepreneurship education channels, Self innovation and Entrepreneurship, Innovation and entrepreneurship education effectiveness, and 21 sub indexes, establishes an evaluation model based on extenics, conducts empirical research on 8 universities in Ningbo city, and puts forward corresponding suggestions.

Quality and Safety of Food in Innovation and Entrepreneurship Education Quality Evaluation System

Quality and Safety of Food in Innovation and Entrepreneurship Education Quality Evaluation System