Role Of Entrepreneurship Education Research Articles

Education first? Triggering vs jeopardising entrepreneurial intentions

PurposeDrawing on the Theory of Planned Behaviour (TBP) and Social Cognitive Theory (SCT), this study delves into how, in entrepreneurship-unfriendly environments, university students’ entrepreneurial intention (EI) is shaped, focusing particularly on the role of entrepreneurship education (EE) and an entrepreneurial family context (EFC).Design/methodology/approachA sample of 688 students at a Spanish university was used for testing our hypotheses using GUESSS project data, through PLS-SEM regression and multigroup analysis (entrepreneurship course vs non-course students).FindingsPositive and significant impacts of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on EI, and of subjective norms (SN) on EA and ESE, were found in both groups. Conversely, the impacts of an EFC on EA, SN and EI were significant only for course students, and the impact of SN on EI was significant only for non-course students. The impact of EFC on ESE was not significant for either group.Originality/valueThis investigation delves into how the TPB components shape university students’ EI in entrepreneurship-unfriendly contexts, and offers an original multigroup analysis to explore the role of EE in such dynamics. A novel contribution of this study is the finding that EE is a relevant catalyser for making entrepreneurial parents become an effective trigger for entrepreneurship. Conversely, EE was, unexpectedly, deemed irrelevant or counter-productive for some aspects of entrepreneurial dynamics. Further research is encouraged, delving into the role of social and cultural contexts.

The role of entrepreneurship education in the entrepreneurial readiness of generation Z students: why do digital business literacy and financial literacy matter?

The role of entrepreneurship education in the entrepreneurial readiness of generation Z students: why do digital business literacy and financial literacy matter?

Unlocking Value Co-Creation in Entrepreneurial Ecosystems: The Vital Role of Institutions

The entrepreneurial ecosystem is quite complicated because of the presence of numerous stakeholders and the inclusion of multicultural and social elements in diverse communities. The role of entrepreneurship education in developing entrepreneurial skills and aptitude has evolved. The collaboration between universities, companies, and organizations in the collaborative online international learning (COIL) approach plays an important role in the entrepreneurial ecosystem to enhance value co-creation. To extend the limited literature on value creation through entrepreneurship education among stakeholders and analyze the entrepreneurial ecosystem from a micro perspective, this study investigated why companies and organizations support universities at the individual, organizational, and institutional levels to foster entrepreneurial ecosystems. Following a global career course using the COIL approach, semi-structured interviews were conducted in person or via Zoom with four representatives of the Embassy of Canada to Japan, Ernst & Young, and Manulife from April to May 2022. The modified grounded theory approach was used to analyze the responses from three institutions. The results showed that students were provided with the opportunity to solve actual issues that the three institutions faced and the students’ perspectives were considered to identify and develop high-quality proposals at the individual, organizational, and institutional levels. The institutional philosophy, organizational engagement and development, and personal development of the representatives of these institutions effectively create values within universities while also forming entrepreneurial ecosystems at Japanese and Canadian companies, organizations, and universities to help build the next generation of leaders. This study has important implications through its contribution to society and the development of an entrepreneurial ecosystem in collaboration with the academic, industrial, and public sectors.

THE ROLE OF ENTREPRENEURSHIP EDUCATION IN GUIDING UNIVERSITY STUDENTS TO CREATE THEIR PERSONAL AND PROFESSIONAL PROJECTS WITHIN THE FRAMEWORK OF A STARTUP

Objective: This resvalueearch paper aims to shed light on the role of entrepreneurship education in realizing the personal and professional project of a university student within the framework of a startup. This is considering that entrepreneurial learning or (entrepreneurship education as some call it) is one of the basic courses that help the university student form a vision about future projects and professions.
 
 Theoretical Framework: Entrepreneurship education is a set of formal education methods that is based on informing and training any individual who wishes to participate in social economic development, through a project aimed at enhancing entrepreneurial awareness, establishing business projects or developing small business projects.
 
 Method: In order to be able to become familiar with this topic and address the problem at hand, we relied in this study on the descriptive and analytical approach, by describing entrepreneurship education, and analyzing the extent of the role that entrepreneurship education plays in guiding and assisting university students in establishing a startup project.
 
 Results and Discussion: The study reached several results, the most important of which is that entrepreneurship education plays a major role in creating personal and professional projects for university students and transforming them into a startup capable of finding innovative solutions to the problems at hand. The study also found that building a university student’s personal and professional project requires many acquisitions and skills that qualify him to establish a startup enterprise, such as: teamwork and team building skills, leadership skills, effective communication skills, and problem-solving skills.
 
 Originality/Value: This study contributes to the literature by emphasizing the importance of entrepreneurship education in realizing the personal and professional project of a university student especially in the form of startups, which would lead to its itegration in Higher education programmes.

Entrepreneurship Education in South Africa’s Higher Education Institutions:Iin Pursuit of Promoting Self-Reliance in Students

Purpose: Entrepreneurship Education (EE) has garnered increased attention in SouthAfrican higher education institutions due to its potential to foster self-reliance and jobcreation in a country grappling with high unemployment rates. This study examinesentrepreneurship education's role in promoting economic development and povertyalleviation in South Africa.Study design/methodology/approach: The study adopts a systematic reviewapproach to explore the effectiveness of entrepreneurship education in addressingunemployment, creating employment opportunities, and fostering economic growthin South Africa. The study seeks to identify key findings and insights regardingintegrating entrepreneurship education into teaching and learning practices in highereducation institutions by synthesising existing literature.Findings: The findings indicate that entrepreneurship education has the potential toaccelerate economic growth, reduce unemployment rates, and alleviate poverty trapsin South Africa. By equipping students with entrepreneurial skills and mindset,entrepreneurship education can empower individuals to establish and sustain smallbusinesses, thus contributing to economic development and poverty reduction.Originality/value: This study contributes to the existing literature by providinginsights into the role of entrepreneurship education in addressing socio-economicchallenges in South Africa. The findings underscore the importance of integratingentrepreneurship education into teaching and learning practices across all highereducation institutions to tackle unemployment and poverty in the country effectively.The study emphasises the need for concerted efforts from stakeholders in highereducation to prioritise entrepreneurship education to foster economic resilience andsocial upliftment in South Africa.

The Role of Entrepreneurial Education towards Entrepreneurial Intention : A Theoretical Approach

This study aims to analyze the extent to which entrepreneurship education affects entrepreneurial intention. The research was conducted using a qualitative method, with a theoretical rivew approach. This research elaborates on previous research as a reference. The results showed that through entrepreneurship education is proven to affect entrepreneurial intention, through entrepreneurship education a person will be able to develop the knowledge, skills and attitudes needed in entrepreneurship.

Entrepreneurial intentions of students from Latvia, Poland, and Ukraine: The role of perceived entrepreneurial education results

Purpose: Our main aim is to establish which factors influence entrepreneurial intentions, with a particular focus on the role of entrepreneurial education and university support in Central and Eastern European countries (CEE). An additional aim is to determine the differences in these perceptions between students from seemingly similar but rather different CEE countries. Methodology: We based our study mainly on two theory constructs, namely the entrepreneurial support model (ESM) and entrepreneurial self-efficacy (ESE). Both concepts often appear in research on entrepreneurial intentions, but they are not used together. Moreover, we proposed a new education-related factor – perceived entrepreneurial education results (PEER). To verify hypotheses quantitative research was conducted using surveys among 2,085 first-year undergraduate students from three technical universities in three countries: Latvia, Poland and Ukraine. Findings: The results of the study indicate that entrepreneurial self-efficacy, perceived entrepreneurial education results, and perceived educational and relational support all influence the intention of students to launch a venture. The research did not provide support for the hypothesis of an impact of perceived structural support (PSS) on intentions. The impact of perceived educational and relational support appeared to be less important than the impact of ESE and PEER on intentions. Additionally, we identified that there are significant differences between students from the analysed countries. Implications for theory and practice: Our research has identified a new factor, not previously used in studies of entrepreneurial intentions, that is, perceived entrepreneurial education results. This new factor can be used in research as a complement to self-efficacy and it refers to hard skills related, in this particular case, to entrepreneurship. The results show the importance of the national context, implying the need to take this into account when modelling support policies at a national level. The findings can be used to remodel how this knowledge is delivered to young people. Originality and value: Firstly, we proposed the inclusion of a new education-related component called perceived entrepreneurial education results, which can examine the perceived results of education at any level, in our case, at the secondary school level. Secondly, we showed the stronger influence of factors related to perceptions of one's own skills than perceptions of support from the environment. In addition, we demonstrated that making judgements or recommendations about entrepreneurial support, for rather similar countries, should be considered separately. Furthermore, we conceptualised the three aspects ESE, PEER and ESM in a new way. Finally, we also proved that the role of individual factors varies from country to country, even if the countries belong to the same cultural background and share a similar past experience.

Fostering Entrepreneurial Mindsets in Deep Tech Disciplines: Exemplary Development of a Toolkit

Nowadays, the role of entrepreneurship education has grown dramatically in significance, as a driver for innovation, employment, and economic development. The acquisition of entrepreneurship skills empowers individuals to recognize and capitalize on opportunities, effectively manage risks, and navigate the dynamic landscape of the Deep Tech industry. These skills enable engineers to identify viable business models, understand market dynamics, secure funding for research projects, and effectively communicate their ideas to stakeholders, including investors, industry partners, and policymakers. To realize the aforementioned objectives, Higher Education Institutions play a critical role by educating future (engineering) experts and are seen as drivers of innovation. This paper presents a use case in the form of an educational toolkit. It focuses on how to professionalize entrepreneurship education, fostering entrepreneurial mindsets among engineering experts, academic staff, and non-academic staff at Higher Education Institutions in Deep Tech-related disciplines.

An assessment of entrepreneurial motivation and role of entrepreneurship education: a case of university students in Jaipur City

An assessment of entrepreneurial motivation and role of entrepreneurship education: a case of university students in Jaipur City

Role of Entrepreneurship Education and Family Environment on Entrepreneurial Skills of Vocational Business Students

This research is motivated by the phenomenon of high interest in business vocational students wanting to become entrepreneurs. Related to this study's objective is to examine and gather empirical information on the relationship between college students'Entrepreneurship Education and Family Environment at Vocational Business. BusinessAdministration Department students in semesters 2, 4, and 6 participated in this study as respondents at Politeknik Negeri Nunukan. In this case study, 54 Business Administration students were selected as a sample. Based on the purposive sampling technique. Multiple linear regression analysis approaches are used to test the hypothesis in this case study. The findings indicated that Entrepreneurship Education and Family Environment all had an impact on Entrepreneurial Skills. This research demonstrates that Entrepreneurial Skills is simultaneously influenced by Entrepreneurship Education and Family Environment.

Key innovation abilities on capability and the performance of women entrepreneurs: the role of entrepreneurial education and proactive personality

PurposeThe purpose of the study was to ascertain the influence of innovation conviction, innovation mindset and innovation creed on the performance of women entrepreneurs in South African small and medium enterprises and their capacity for innovation. The study also examined how proactive personality and entrepreneurial education moderate the relationship between innovative capability and women entrepreneurs' performance.Design/methodology/approachThe study used a quantitative research design and administered a questionnaire to collect data from participants. Since there was no sampling frame available, purposive sampling, a non-probability sampling technique, was used to select suitable respondents who were identified as entrepreneurial women. Data were collected from 304 women entrepreneurs in the Gauteng province of South Africa. The data were analyzed using smart partial least squares.FindingsThe findings demonstrated that innovation conviction, innovation mindset and innovation creed have a positive impact on innovation capability. It was also discovered that innovation capability, proactive personality and entrepreneurial education all positively and significantly impact women entrepreneurs' performance. Furthermore, the results showed that entrepreneurial education and proactive personality had a positive and significant moderating effect on the nexus between innovation capability and the performance of women entrepreneurs.Originality/valueThis study will add to the body of knowledge on women's small business management and entrepreneurship in Africa, two topics that are typically ignored by academics in developing nations.

The role of Entrepreneurial Education in building student independence at MTs Hidayatul Muta'allimin Wonoayu Sidoarjo

ABSTRAK
 Madrasah MTs Hidayatul Muta'allimin Wonoayu Sidoarjo is a Tsanawiyah Madrasah with two superior programs, namely the Entrepreneurship Program and Tahfidzul Quran. The Role and Methods of MTt Hidayatul Muta'allim Wonoayu Sidoarjo in Incorporating an Entrepreneurial Vision So that Students Understand the Importance of Entrepreneurship Knowledge. This research is qualitative research conducted at MTs Hidayatul Muta'allim Wonoayu Sidoarjo. Data was collected through observation, interviews and documentation. The findings of this research are the role of MTt Hidayatul Muta'allim Wonoayu Sidoarjo in building entrepreneurial skills and their application in the proposed program. Making Instant Ginger products is always taught so that you can make a tutorial on making Instant Ginger MTs Hidayatul Mutaallimin. Apart from that, students will also receive product marketing training via WA status, online stores via Instagram. , Facebook. With the help of entrepreneurship, students are expected to gain knowledge and skills and develop entrepreneurial traits and personalities. Entrepreneurship development trains students to be independent and self-confident as well as a sense of responsibility and independence

Role of Entrepreneurial Education, Family Background, Attitude and Self Efficacy in Determining Students’ Entrepreneurial Intention: The Moderation and Mediation Approach

Role of Entrepreneurial Education, Family Background, Attitude and Self Efficacy in Determining Students’ Entrepreneurial Intention: The Moderation and Mediation Approach

Addressing global challenges with compassion: The role of entrepreneurship education

Background: Entrepreneurs have the potential to play an especially important role for sustainable development, considering their very foundational character of finding solutions to problems in different creative ways. Thus, we need more entrepreneurs who are willing to address global challenges of today.Aim: This paper aims to discuss the role of compassion in entrepreneurship education, particularly within experience-based teaching.Setting: Based on a 3-week course, where students were exposed to poverty and other challenges in the Global South, the focus is on how experience-based teaching affected their compassion and motivation related to sustainability issues.Methods: This qualitative study is based on longitudinal interview data collected during a 3-week entrepreneurship education course, involving 23 master’s students from various academic disciplines. The course included a field visit to an underprivileged, rural area in India.Results: Students gained a deeper understanding of social and economic sustainability. After the field visit, they expressed stronger focus on compassion and empathy and deeper interest in working with sustainability issues. Further, they expressed an increased interest for entrepreneurship.Conclusion: The rich data collected during the process described above, gives in-depth insights on how students can develop compassion, empathy and a deeper understanding for global challenges of today.Contribution: Findings contribute to entrepreneurship literature, by highlighting the importance of compassion and empathy, and to the topic of entrepreneurship education, by discussing how students can be trained to develop these characteristics.

Legitimizing the entrepreneurship educator

The entrepreneurship educator plays a key role in entrepreneurship education (EE) with the responsibility to plan and execute its delivery. Though scarce, research on the topic underlines how educators evolve and interact in an environment full of other actors (Foliard, Le Pontois, Fayolle, & Diermann, 2019) and deliver teaching entrepreneurship from a dialogical based ecosystem (Birgitte Wraae & Walmsley, 2020). One of these many interactions is with the educational institution, whose role it is to brand themselves externally to potential stakeholders and students (Jones & Matlay, 2011) This preliminary study uses as its theoretical foundation Legitimacy Theory, specifically Suchman’s (1995) constructs of ‘pragmatic’, ‘moral’ and ‘cognitive’ legitimacy. Our aim is to understand how the institutional environment legitimises the entrepreneurship educator and by implication what this means for EE more generally. The study will thereby provide insights into what role the educator plays and the mechanisms by which legitimacy is granted. Data were collected in 2022 on all undergraduate enterprise or entrepreneurship programmes (all programmes with either enterprise or entrepreneurship in their title) at undergraduate level in the UK. Access to programme information was provided via the central government-supported body UCAS. In total 73 programmes were identified and scrutinised for how the entrepreneurship educator was legitimised conforming to a form of discourse analysis. More specifically, following Suchman (1995) our search was focused on any mention of the teaching staff and whether that mention contained a pragmatic, moral or cognitive legitimising element. The preliminary results are startling in the sense that only rarely is the entrepreneurship educator directly legitimised. With this, we mean the role they play in the delivery of EE is neither argued on the grounds of their prowess (pragmatic legitimacy), their benefits to wider society (social legitimacy) or even just by explaining what makes them distinct as educators (cognitive legitimacy). Rather than focussing on the educator directly, programme specifications indirectly provide some insights into what they expect from the educator, or what is valued in EE. These early results raise a number of important questions as to how the entrepreneurship educator is perceived, legitimised and possibly even taken for granted. Recommendations for future research and practice are offered.

The effects of the COVID-19 pandemic on tourism entrepreneurial intention among university students: The role of entrepreneurship education

The importance of entrepreneurship in socio-economic development is increasingly present, not only in the papers of researchers but also in the minds of policymakers. In fact, entrepreneurship education has received a lot of attention because of the role it can play in stimulating entrepreneurial intention among students. Given that the tourism and hospitality industry is the economic sector most affected by the COVID-19 pandemic, this paper examines the relationship between entrepreneurship education and tourism entrepreneurial intention and reveals the effects of the COVID-19 pandemic on the entrepreneurial intention of students in tourism. Survey data was collected from 502 Moroccan students studying hospitality and tourism and analyzed using SEM-PLS. Our findings show a non-significant effect of entrepreneurial education on tourism entrepreneurial intention in the COVID-19 era. The results also reveal a significant negative effect of the COVID-19 pandemic on the entrepreneurial intentions of students in tourism.

Factors Influencing Entrepreneurial Intentions and the Role of Entrepreneurship Education in Indian Universities: A Stakeholder Perspective

Purpose: This study aims to investigate the factors that influence the entrepreneurial intentions of university students in India, with a specific focus on family background, socio-cultural environment, and entrepreneurship education. Additionally, the research seeks to assess the current state of entrepreneurship education in Indian universities. Theoretical framework: A conceptual framework was developed based on an extensive literature review to establish relationships between stakeholders and entrepreneurial intention. This framework serves as a guiding structure for the study, enabling the examination of the various factors influencing entrepreneurial intentions among university students in India. Design/methodology/approach: The study employed an empirical research approach. Data was collected from a sample of 207 students using appropriate research instruments. The conceptual framework was tested using this data, enabling the identification and analysis of four stakeholder factors and three entrepreneurial intention factors. Findings: The findings reveal that specific dimensions of the socio-cultural environment and business development support have a positive and statistically significant impact on the entrepreneurial intention of university students in India. These results shed light on the factors that play a crucial role in shaping the entrepreneurial aspirations of students in the Indian context. Research, Practical & Social implications: The study emphasizes the need for high-quality entrepreneurship education, improved non-academic processes, and leveraging family background constructs to foster entrepreneurial intentions among Indian university students, providing valuable insights for policymakers and educational institutions. Originality/value: The study's conceptual framework, empirical research approach, unique insights, and practical recommendations contribute to the existing knowledge on entrepreneurship among Indian university students, providing valuable guidance for stakeholders in fostering a supportive educational ecosystem.

Entrepreneurship education and its gendered effects on feasibility, desirability and intentions for technology entrepreneurship among STEM students

PurposeThis study aims to examine how entrepreneurship education influences intentions for starting a technology venture among science, technology, engineering and mathematics (STEM) students with particular attention to gender differences. This study builds on the model of entrepreneurial event and social role theory to assess the impact of entrepreneurship education on feasibility, desirability and intentions for technology entrepreneurship.Design/methodology/approachThe hypotheses are tested with a sample of 879 Bulgarian science and engineering students from 15 universities. To test the models, this study uses ordinary least squares and logistic regressions with robust standard errors and Hayes mediation analysis with bootstrap bias-corrected confidence interval estimations for indirect effects. Two-stage Heckman regressions to control for sample selection bias and other robustness checks including propensity score matching were used.FindingsResults show that entrepreneurship education, measured as participation in an entrepreneurship course, has a stronger impact on feasibility, desirability and intentions for technology entrepreneurship for female STEM students compared to their male counterparts. As such, this study supports the notion that entrepreneurship education could be part of a solution to counteract societal norms that position technology entrepreneurship as a less desirable and/or less feasible choice for women in STEM. However, attention should be paid to the operationalization of entrepreneurship education, as other measures of entrepreneurship education (role models, entrepreneurship education support) did not have a moderation effect with gender.Research limitations/implicationsThe authors assume a positive correlation between entrepreneurial intentions and entrepreneurial behavior. Future studies should include actual entrepreneurial behavior to paint a more complete picture of the effect of entrepreneurship education.Originality/valueLittle is known about the role of entrepreneurship education in the field of technology entrepreneurship, and even less about the potential gender differences in entrepreneurship education among STEM students. The study contributes to the literature by examining factors that could help close the persistent gender gap in technology entrepreneurship.

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

This study aimed to determine the factors that influence students' entrepreneurial intentions and the influence of entrepreneurship education on students' intention to become entrepreneurs. This research study used a mixed methods approach. The collection of research data was carried out with the help of a questionnaire (for quantitative data) and through group discussion forums (for qualitative data). Respondents in the study were 100 students who attended equality education in Semarang. This shows found there is a difference between the levels of interest of students who take part in entrepreneurship learning and those who do not. Family background and income have positive effects on students' intentions to become entrepreneurs. Students with entrepreneurial family backgrounds tend to be more interested in becoming entrepreneurs than students who do not have an entrepreneurial family background. In addition, students' perspectives on entrepreneurship positively affected their entrepreneurial intentions. Significance: Students' perspectives on entrepreneurship are related to their motivation to start new businesses that would be easily accepted by the social environment. All respondents agreed that entrepreneurial intentions could be improved through the role of entrepreneurship education during inequality education. To ensure the education is more targeted and all entrepreneurship education goals are achieved, it should have more effective curricula, methods, and learning system models. Cooperation between all elements incorporated in the entrepreneurship education system is indispensable for generating successful young entrepreneurs through entrepreneurship education.

How To Fostering Students’ Entrepreneurial Intention? A Systematic Review based On Entrepreneurship Education

The purpose of this study is to summarize and critically analyze research on the role of entrepreneurship education on students' interest in entrepreneurship in higher education. Specifically, our article focuses on the view of goals, patterns of placement, and theoretical basis used in entrepreneurship education research and entrepreneurial interest. This publication showcases 15 articles published on Scopus within the last three years providing a systematic review with PRISMA guidelines (preferred reporting items for systematic reviews and meta-analyses). Our study shows that most of the related research analyzes the influence of entrepreneurship on entrepreneurial interest whereas, only a small proportion of research developed an entrepreneurship education model for entrepreneurial interest but has yet to reach the practical stage. As a result, authors suggest that it is necessary to conduct research on entrepreneurship education based on a sustainable entrepreneurship ecosystem, namely the development of a comprehensive entrepreneurship learning model that enhances the collaboration of theoretical learning and direct practical learning thus, achieving a future continuity of programs fostering student interest in becoming an entrepreneur.