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Purpose: The study aims to evaluate the components of entrepreneurship education and training (EET) in India. The paper proposes a framework for an effective EET regime for amalgamating entrepreneurship education as fundamental to mainstream higher education in India. Design/methodology/approach: The current study utilises a qualitative research technique, that is, the narrative inquiry methodology based on in-depth interviews. The study respondents included sixteen educators who are actively engaged in EET and related activities for a minimum of ten years. Findings: The study identified five broad "meaning units" or "themes," that is, "incremental pedagogical efficiency and flexible evaluation systems," "entrepreneurial experience of the faculty," "extended support," "holistic mentoring" and "experiential learning" as components of an effective EET regime. Originality/value: The study will help the policymakers and higher education institutions (HEIs) revisit their policy frameworks and practices to promote entrepreneurial capacity and entrepreneurial intentions among students. The study will also help to gain deeper insights into EET components and will propose a framework for an effective EET regime based on its findings. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates the different environments in which high school students go through in their formative years and whether these environments affect their intention to study entrepreneurship as a career choice. Bronfenbrenner's social-ecological theory has been used as a backdrop to capture these environments. Four variables chosen are family support, school environment, self-efficacy and global awareness. Design/methodology/approach: A sample of 1770 high school students were chosen through simple random sampling within Gujarat state. Structural equation modeling (SEM) was used to predict the overall effect of all the environments on Entrepreneurship Education Intention (EEI) of these students. Findings: Findings reveal that self-efficacy has the most substantial influence on intentions. Family support and global awareness have a combined significant effect on self-efficacy, which further translates to a significant impact on high school students' intentions. School environment has an effect on global awareness, which in turn has a negative effect on students' willingness to study entrepreneurship in India. Research limitations/implications: The study has implications in curriculum design and theory development. The study also provides schools with a framework to understand how to orient their students toward entrepreneurship. Originality/value: This paper uses a novel theory that has not been applied in studies related to entrepreneurship education and proposes a model for the same. This novelty also reflects in our findings which have subsequent implications for theory and practice. [ABSTRACT FROM AUTHOR]