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Individual entrepreneurial orientation (IEO) has been defined as the ability to psychologically understand the reasons why individuals choose to engage in entrepreneurial activities. However, for individuals to start these much-needed business ventures, they must be oriented to do so upon completion of their studies. Entrepreneurial education (EE) might directly influence whether students decide to pursue an entrepreneurial venture based on the knowledge and skills, which they feel they have accumulated through their studies. A Delphi study was performed to determine how the EE, being received by university students, in the context of Scotland and South Africa, may influence them to choose an entrepreneurial career. The data were obtained from 16 academic experts, eight from South African universities and eight from Scottish universities. The data were analysed using thematic content analysis. IEO has been studied using the five original dimensions, namely, innovativeness, risk-taking, proactiveness, autonomy, and competitive aggressiveness. However, the results reveal that only three of the five IEO dimensions are prevalent when aligning to a student’s entrepreneurial behaviour. The results also reveal that EE should ensure that practical teachings receive more attention than theoretical teachings. This study may assist universities to better prepare their curriculums to include teachings that will improve the IEO of students.

PurposeIn line with an emerging body of literature questioning student entrepreneurs’ practices, and recent calls to bridge the intention-action gap, this contribution aims to identify profiles of commitment among nascent entrepreneurs, and their relationship with the performance of entrepreneurial behaviors.Design/methodology/approachRelying on Meyer and Allen's multidimensional model, the authors build an empirical taxonomy regarding affective and instrumental forms of commitment experienced by nascent entrepreneurs (n = 328) operating within French higher education.FindingsThe authors identify three commitment profiles – weak, affective and total – associated with distinct levels of advancement and investment in the entrepreneurial process. This analysis leads them to map out the entrepreneurial process followed by nascent entrepreneurs with three main thresholds: the initial threshold, the resonance threshold and the irreversibility threshold.Research limitations/implicationsThe work contributes to an emerging field of research dedicated to student entrepreneurship. It highlights the existence of different trajectories among nascent entrepreneurs, but also to different ways of being tied to them. It also enriches more broadly the understanding of the entrepreneurial process, especially its volitional phase.Practical implicationsThe results are also important to guide public action, especially to design relevant support programs accounting for nascent entrepreneurs' diversity.Originality/valueThis is the first research to identify profiles of nascent student entrepreneurs based on the way they feel tied to their project, but also to the broader project of becoming entrepreneurs.

Pedagogical inertia has been prevalent in graphic design education by focusing mainly on the technical and intuitive aspects of the profession. This pedagogical unbalance has been anchoring practit...

How does entrepreneurial education impact the persistence and hysteresis of entrepreneurial intent? Survival analysis is used to answer this question based on a quasi-experimental design. Being a m...

Many media can be a tool for developing entrepreneurial potential in the school environment. One of them is a direct practice in the entrepreneurship laboratory, namely the Business Incubator. Entrepreneurship learning not only provides a theoretical basis for the concept of entrepreneurship but shapes attitudes, behaviours, and a person's mindset in entrepreneurship. Capital investment to prepare students to start new businesses through the experience, skills and knowledge essential to entrepreneurship. The purpose of this study was to determine the management of the Business Incubator at Vocational High School Muhammadiyah 2 Malang, the effectiveness of the role of the Business Incubator as an entrepreneurial learning unit, Empowerment of the Business Incubator as a means of fostering student interest in opening a business. This research uses descriptive qualitative. This study's primary informants consisted of 1 Waka teacher of the Infrastructure and Facilities curriculum, one headteacher of Marketing Laboratory management, 1 Business Incubator management teacher, one entrepreneurship teacher. The research states that the Business Incubator's Management at SMK Muhammadiyah 2 Malang is called the Business Incubator, there are three parts. Namely the photocopy room, used for student practice activities majoring in Office Administration and Islamic Banking, the second production room, used for practical activities majoring in marketing, the third entrepreneurship room, for students majoring in Marketing. The facilities and infrastructure contained in the Business Incubator at Muhammadiyah 2 Malang Vocational School are still not supported. The role of the Business Incubator as an entrepreneurship learning unit at SMK Muhammadiyah 2 Malang is perfect. It can be seen from the increasing enthusiasm of students in participating in entrepreneurship learning. The Business Incubator students have a place to practice entrepreneurial theory taught by the teacher. Empowerment of the Business Incubator to foster student interest in opening a business in students has been running. Some students can see it; most students have been able to read business opportunities and manage sales finances. Thus it can foster the characteristics of an entrepreneurial spirit in students.

The present manuscript cognizes and empirically testifies the role of entrepreneurial education and opportunity recognition in determine entrepreneurial intention through the mediating role of entr...

Many studies show that entrepreneurial education has a positive impact on and reinforces entrepreneurial intentions. However, entrepreneurial intentions are not firm formation. People who intend to...

The article analyzes in the conceptual aspect the innovative activity of higher school in Kazakhstan in the context of transition to the entrepreneurial university. The necessity of implementing the concept of the entrepreneurial university in the higher education system of Kazakhstan is shown in order to develop the knowledge economy and increase the efficiency of innovative activities. The article dwells on the risks and controversial situations associated with transformation of traditional universities into new generation universities. Recommendations are given on introducing a new generation university model as a system-forming factor in the development of higher education. The need for introducing entrepreneurial culture into the educational practice of higher school has been substantiated. The authors consider the prerequisites for the formation of entrepreneurial universities in the conditions of modernization of the Kazakhstani economy.

This research aims to examine the effects of an entrepreneurial ecosystem on entrepreneurial intention among engineering students. The researcher hypothesized the relationship between these three independent variables, such as entrepreneurial education, social and cultural, and financial growth with entrepreneurial intention. The data was collected using a questionnaire survey from 313 respondents selected from engineering faculties. The data were analysed using SPSS software. Multiple regression was calculated to predict the engineering students based on entrepreneurial education, social and cultural as well as financial growth. Results indicated that entrepreneurial education, social and cultural, and financial growth have a positive effect on entrepreneurial intention. Thus, it is required to enhance entrepreneurial education at the university level to enhance the entrepreneurship intention among the engineering students. Also, social and cultural elements have an impact on entrepreneurship intention of university students.

PurposeThe purpose of this paper is two-fold: to examine the relationship between social support and social entrepreneurial intentions and to test the moderating roles of entrepreneurial education and physical proximity to the office of the US Small Business Administration.Design/methodology/approachThe study adopts a quantitative methodological approach. The hypotheses are tested on a sample of 1,245 respondents who intend to start a business in the state of Florida. Factor analysis and multiple regression analysis were used to identify the relationship between social support and social entrepreneurial intentions.FindingsThe hypotheses are supported by the results. The study found a positive and significant relation between social support and social entrepreneurial intentions. It also establishes the moderating effects of entrepreneurial education and proximity to office of the US Small Business Administration on the relationship between social support and social entrepreneurial intentions, i.e. our results show not only that higher levels of social support are associated with higher entrepreneurial intentions but that this association becomes stronger with entrepreneurial education and proximity to the office of the US Small Business Administration.Originality/valueThis is the first empirical study that highlights the role of entrepreneurial education and physical proximity to the US Small Business Administration in moderating the relations between social support and social entrepreneurial intentions. The study contributes to the understanding of factors that influence social entrepreneurial intentions.

The paper delineates three elements of an entrepreneurial university in practice through innovations demonstrating the academic entrepreneurial transition: the Novum Trivium, Professors of Practice (PoPs) and Link initiatives. The Novum Trivium provides a model for the integration of entrepreneurship into a liberal arts curriculum, so that students learn how to put their knowledge to use and acquire a new language and new cultural understanding to interact globally. The PoPs initiative interlinks firm and university through shared dual roles in each setting, attracting back to the university on half-time basis scientific entrepreneurs from industry to serve as entrepreneurial role models. The Link projects build on ties between a leading entrepreneurial university (Stanford) and an aspiring one (Edinburgh), taking advantage of the fact that each university is already embedded in its region and could be linked to the other’s entrepreneurial culture. The paper demonstrates how industry and higher education are integrated by these initiatives, with the elements of each embedded in the other through shared resources, people and practices.

PurposeResearchers have been trying to identify different psychological attributes which influence entrepreneurial intention (EI) and role of entrepreneurial education and training programs to develop these attributes among women. Therefore, the purpose of this study is twofold: firstly, to evaluate the difference among psychological attributes before and after an entrepreneurial education and training program. Secondly, to examine the effects of psychological attributes on EI among female students in Saudi Arabia.Design/methodology/approachA detailed program was designed with the combination of entrepreneurial education and training program throughout a 14-week semester. Data were collected using a structured questionnaire from 310 female university students studying in a Saudi university and participated in this program. SPSS, version 20, was used to analyze the data.FindingsEntrepreneurial education and training programs based on active learning and learner-centered approaches play an important role to significantly improve the level of psychological attributes and EI of female students. Furthermore, findings of this study also suggest that psychological attributes (training retention, self-confidence, tolerance of ambiguity, innovativeness and achievement motivation) positively influence EI.Originality/valuePrevious studies only focused on relationship testing among psychological attributes and EI. This research proposes strategies to design entrepreneurial education and training program to improve psychological attributes and EI which can be considered practical version of EntreComp conceptual model.

The development of digital technologies has fundamentally changed all segments of the functioning of human societies and ways of doing business in all activities. Digital entrepreneurship has emerged as a consequence of the development of digital technologies and digitalization. The subject of research conducted in this paper is digital entrepreneurship as a new paradigm of business due to market globalization. The main research problem addressed in this paper is the analysis of the impact that digital entrepreneurship has on business. Within the work, empirical research was conducted, on a sample of 147 respondents, which aimed to point out the potentials that digital entrepreneurship has in the Republic of Serbia. The research conducted in this paper aimed to point out the importance of digital entrepreneurship, as a new business paradigm in global markets, and the potential of digital entrepreneurship in the Republic of Serbia. In addition to a comprehensive analysis of secondary data sources, the results of which are presented in the literature review, the paper also used primary data sources, i.e. the results of research on the potential of digital entrepreneurship in the Republic of Serbia, conducted by the author through an online survey.

How can an entrepreneurial education program simultaneously create entrepreneurial knowledge, skills and competencies, as well as new ventures and jobs? This is a particular challenge for universities that are keen to align with government policies and demonstrate impact. Our paper examines a novel approach to enterprise and entrepreneurship education that integrates training/learning with new venture creation by operating as an entrepreneurial ecosystem (EE). We outline a comprehensive EE framework and apply this model using an exploratory case study of an EE centred around an innovative academic unit called The Entrepreneurial Garden (TEG) at Burgundy School of Business in Dijon, France. TEG offers entrepreneurial education, research and new venture development as an integrated portfolio. This analysis shows how an academic unit can be developed as an EE building from local resources and expertise, aligning with macroeconomic policies and priorities, and leveraging partnerships to provide access to other entrepreneurial players, resources and networks.

This paper returns to the question of whether business schools alone can meet the challenges of enhancing creativity and innovation in entrepreneurial education. Policy makers have side-stepped definitional argumentation in order to embrace a more nuanced potential for entrepreneurial competency development, using multidisciplinary practice in learning and assessment that can be found beyond business and management discourse. Insights from other disciplines can be missed as different terminologies and definitions apply. Design education is inherently multidisciplinary and has been instrumental in facilitating significant policy-level changes. To delve more deeply into this phenomenon, the authors illustrate what actually happens in a classroom in which business and design intersect. Neuroscience research into the learning brain informs learning, teaching and assessment related to creativity, visioning and dealing with ambiguity – through the progressive development of flexibility and adaptability. The authors introduce the Crit, a common feature of Art and Design courses, as a tool of assessment, concluding that, before we dig deeper into business and management discourses, sideways glances into design education will continue to offer benefits.

PurposeThis study assesses the effects of junior enterprises (JEs) on the entrepreneurial attitudes and intentions of engineering higher education students, compared to a group of social sciences students.Design/methodology/approachThis research analyses a sample of 132 students enrolled in engineering higher education courses in Portugal and Brazil, while 83 of the respondents being involved in a JE and 49 not. The authors compare this group to another group of 176 social sciences students from several higher education courses, while 93 being enrolled in JE and 83 not.FindingsThe results show that students enrolled in JEs show higher levels of entrepreneurial intention (EI), as well as their antecedents such as attitude towards the behaviour (ATB), perceived behavioural control (PBC) and social norms (SN) , and the impact of this extracurricular activity is higher on engineering students than on social sciences students. Also, country and gender differences were found in some variables.Research limitations/implicationsFurther studies are needed to confirm the results in a broader population and in other countries. Also, the study addressed attitudes and intentions but not actual behaviour due to the time lag problem. There is also the risk of self-reported bias on the answers due to social desirability bias, for example. Finally, because JEs have their own recruitment process, there is a possible “self-selection problem” of students who might have previously developed some of entrepreneurial attitudes and skills assessed by the questionnaire.Practical implicationsThe results have important implications for engineering higher education institutions. Despite many of them provide entrepreneurship training courses, they should also encourage students to join extracurricular activities or even create their own at their institution to complement their skills' development. Also, teachers should be encouraged to integrate these activities into their subjects, avoiding a major barrier to the participation in extracurricular activities which is the students' time constraints. Finally, participation in extracurricular activities can be promoted by institutions in many ways, such as allowing students to obtain academic credits or through supporting financially or logistically the organisations that promote these activities.Social implicationsThis study contributes to the discussion on how to promote the development of entrepreneurial competences in young people that soon will enter the labour market.Originality/valueThis study contributes to the discussions on the value of extracurricular activities, such as the enrolment in JEs, to the development of entrepreneurial attitudes and intention on the training of the next generation of engineers capable of facing future worlds' challenges.

Entrepreneurial education should reflect the real-world entrepreneurial process by providing for experiential learning. The challenge is reconciling this with the resource constraints that lead to large class settings, even in specialized postgraduate programs. This article offers practical suggestions for creating a highly interactive event as part of a largely lecture-based module. Students participate in a full-day Start-Up Sprint that uses real-world entrepreneurship tools and mimics the intense experience of a start-up event. This experiential exercise is designed to provide students in a large class with the experience and benefits of small group teaching, through a hands-on problem-based learning exercise that is supported by mentoring and live feedback. It provides entrepreneurship teachers of large classes with a way to mitigate the constraints of large classes, faculty time, and physical infrastructure and offer students a meaningful learning experience.

In 2016, Eurydice reported that no country in Europe had fully integrated entrepreneurial education in schools and that teacher training was fragmented. However, supported by the World Bank, North Macedonia introduced a compulsory and progressively evaluated Entrepreneurship and Innovation curriculum in 2016, following policy decisions made in 2014. Teacher training initiatives from Wales informed progress. The Welsh Government decided to integrate an entrepreneurial culture within curriculum and assessment arrangements in schools which built upon prior work including education within Initial Teacher Training. This included funding to pilot training for teachers at all levels, from schools to universities and across all subject specialisms—to develop entrepreneurial education. Welsh Government’s Youth Entrepreneurship Strategy (YES) commenced in 2004 within the Ministry for Business and Transport (now Business Economy and Innovation), and since 2015, has been supported by the Ministry of Education and Skills. The sector now has 10 years of experience in entrepreneurial teacher training and has developed Doctoral-level study for educational leaders. In February 2020, the theme of ‘creative enterprising contributors’ was formally positioned as one of the four overarching ‘purposes’ of school education in Wales. This article provides reflective insights of knowledge exchange through the lens of the International Institute for Creative Entrepreneurial Development, in both a Macedonian and Welsh context, and will be of interest to those who wish to advance national policies and entrepreneurial educator development.

Purpose The purpose of this paper is to understand whether entrepreneurial education imbibes entrepreneurial orientation (EO) among engineering students. The authors wanted to test whether students’ performance in the Technology Entrepreneurship Programme (TEP) influences the propensity of entrepreneurial firms to hire them. Design/methodology/approach Data was collected from 1,296 students who were enrolled with the two-year TEP during the academic year 2016–2018 using structured questionnaires. Multinomial and Ordinary Least Squares regressions were used to examine the hypotheses. Findings The findings of this study suggest that superior student performance in the programme is positively correlated with the students being hired by entrepreneurial firms. Practical implications This study identifies aspects of EO that relates with employability. The positive relationship found between student performance in the programme and chances of getting hired insists on the need to inculcate entrepreneurial values among students at the college level. The findings will also provide valuable insights for graduate entrepreneurs, policymakers, corporates and educators on multiple dimensions for customizing EO among students during their study at college level. Originality/value The authors used a live intervention titled TEP as empirical context to explore how training in entrepreneurial, design and management concepts influences EO. The authors also tracked the success of the programme through actual job offers made to the participants of the programme.

Purpose Entrepreneurial intention plays a crucial role in the research and application of social entrepreneurship (SE). The purpose of this paper is to investigate the influence of the factors affecting students’ intention towards social entrepreneurship (ISE). The study has taken entrepreneurial self-efficacy, along with entrepreneurial education, entrepreneurial network and perceived university support that have an impact on intentions, which instills interest amongst students in being future entrepreneurs. Design/methodology/approach Data were primarily taken from a survey of 380 university students from public and private universities in Chattogram, the business capital of Bangladesh. Students were preliminarily selected, focussing on different profiles such as male/female, age, socio-economic status, education level, university status and employment level. Initially, using factor analysis factors were analyzed and later multiple regression analysis was used to identify the relationship with ISE. Findings The study on the student reveals that four aspects significantly impacted the preference of students’ ISE. This study reinforces the influence of entrepreneurial self-efficacy, along with entrepreneurial education, as the factors contributing to aid young graduates recognizing and fostering an ISE. Entrepreneurial networks and perceived university support were found to have no association with social entrepreneurial intentions. Originality/value This paper contributes to the understanding of the factors and provides a basis for explaining factors that affect the intention of students towards SE. It can contribute to future research related to social entrepreneurial intention. Furthermore, it was concluded that forming social entrepreneurial intention is highly influenced by entrepreneurial self-efficacy and entrepreneurship education.

PurposeThis paper assesses the efficacy of the 18 small business development centers (SBDCs) located throughout the state of Pennsylvania during 2013–2016 as a proxy for publicly funded, small business consulting services in general.Design/methodology/approachThe paper compares the sales growth of SBDC clients, as reported in postconsultation surveys, to comparable growth measures for the corresponding business population using one- and two-samplet-tests.FindingsThe results show that respondent clients with existing businesses clearly outperform the broader population following consultation, both in aggregate and when decomposed by region and industry.Research limitations/implicationsAlthough the best available data, the results are tempered by low response rates and self-reporting.Originality/valueThe paper empirically demonstrates that SBDC clients experience higher growth in sales and employment following their consultation than the broader business population. The net benefit of such services is, however, impossible to determine.

PurposeDesign thinking (DT) is still a relatively new methodology in the context of entrepreneurial education, which presents itself as an important tool for the development of entrepreneurial skills when inserted into the educational system. This research aimed to analyze studies about DT related to the entrepreneurial mindset in international journals over a period of ten years (2009–2019). Entrepreneurial education has been a constant in academic debates as well as practices and methodologies to apply this education, and such context has moved educational institutions to adopt practices and initiatives focused on the theme.Design/methodology/approachThe tool used in the present study was the bibliometric database of the Web of Science through the words “Design Thinking” (DT) and “Entrepreneurial Education”. The research is characterized as descriptive and quantitative, and 146 publications were investigated in the period from 2009 to 2019, in the respective database.FindingsThe study also highlighted the new generation of young students forcing a change in education with an approach centered on the individual. Speech does not prevail in the teachers but in the students, and the teacher educator starts to collaborate for this new educational demand with didactics relevant to the world in this way preparing these young people and delivering society to critical, proactive and participatory individuals.Originality/valueIn the course of the study, we observed practices and examples of schools and universities that have adapted ways to allow new interactions in the school environment by promoting and encouraging innovative education.

In today’s economy, which is extremely challenging and competitive at the same time, many people want to have their own business and manage their own incomes. Entrepreneurship is a key driver of today’s economy. This observation underscores the need to ensure adequate entrepreneurial education, in line with the demands on the labor market. The purpose and role of this experience are to educate students to understand the entrepreneurial activity, to develop their entrepreneurial skills and competencies and the intention to run a business. The learning environment is crucial for a successful entrepreneur and he can generate change. This article describes experiences from developing and using the entrepreneurial learning environment in high schools with a technological profile. In this study 1200 students from three technological high schools were observed, the behavior and the results obtained after studying the specialized economic modules were analyzed. Our goal was to identify the main challenges of these students. In our study, we used a mixed-method: questionnaires, topic-based interviews, direct and participatory observation as data collection methods. According to our results, the main challenges were: difficulties in understanding new entrepreneurial notions due to traditional teaching methods, lack of ICT skills, lack of team learning principles and inefficient communication within a group.

The aim of this chapter is to examine an entrepreneurial training program using a theoretical foundation to assess pedagogical and programmatic outcomes. First, the chapter begins by reviewing military veteran entrepreneurship. Next, key constructs previously shown to impact entrepreneurial capabilities and intentions are reviewed. Subsequently, the case used in this study of an entrepreneurial education program is shared, along with how the program impacted a cohort of military veterans. Finally, we provide a discussion about how these results should influence thinking about entrepreneurial training programs for veterans.

This article extends the debate regarding entrepreneurial intention antecedents. It seeks to achieve an in-depth understanding of the direct influence of attitude, entrepreneurial education (EE), and gender on entrepreneurial intention (EI), but also of the moderator effect of family background on the EE–EI relationship in an international context. The study employs structural equation modeling (SEM) to test our hypotheses. Data analysis is based on the information of French and international postgraduate students in French business schools. The results suggest a positive and significant causal relationship between attitude and EI for both samples. However, the results also reveal that EE has a negative influence on EI development. As such, our results open interesting perspectives regarding EI antecedents, but also concerning the efficiency of the pedagogical approach adapted on EE.

PurposeThe dynamic global environment has increased the requirement of multidisciplinary entrepreneurial engineers. While studying entrepreneurial aspects of engineers, researchers have not considered inherent variability due to engineering majors. This study investigates the impact of entrepreneurial motivation (EM) on entrepreneurial intentions (EIs), to analyse the inherent entrepreneurial potential of engineering majors. The impact of entrepreneurial education has also been studied to proffer recommendations for policymakers.Design/methodology/approachThe design of this study is a survey conducted with 342 undergraduate students from three major engineering institutions in Pakistan using a close-structured questionnaire. Moderation analysis examines the entrepreneurial potential of different engineering majors. Analysis of variance (ANOVA) has been conducted to compare the EIs of different engineering majors and regarding the impact of entrepreneurial education on EIs.FindingsThe engineering major's role in the transformation of EM to EIs is multifaceted. EIs of students of a few engineering majors were found high. Entrepreneurship education improves the overall EIs of engineering students.Practical implicationsOutcomes of the study are useful for academia and policymakers to engage students of particular engineering majors, identified as entrepreneurial, in advanced entrepreneurial education and expose them to potential start-ups to have better value addition in specific sectors.Originality/valueThis is the first study in which engineering majors have been examined to bring insights about inherent entrepreneurial potential. This inherent entrepreneurial potential needs further exploration by academic researchers. The study has provided the base for future studies to institutionalize entrepreneurial education for different engineering majors.

Investments in entrepreneurial education have failed to develop educational programming that increases entrepreneurial activity. We hypothesize that foundational issues reside within the pedagogical approaches used in entrepreneurial education programming specifically as it relates to millennial students. Using the theory of planned behavior as a theoretical framework, we investigated the effectiveness of process-based learning such as courses that focus on developing business plans and models against problem-based learning that uses action-learning methodologies in the development and delivery of an Introduction Entrepreneurship course. We use both within-group and between-group research designs. We collected data at three points: at the start of the course (T1), mid-term (T2), and the end (T3). Results support our hypothesis. First, after exposing students to the challenges of entrepreneurship in the problem-based course that there is a statistically significant decrease in attitudes, subjective norms, perception of behavioral control, and intention to become an entrepreneur at midsemester (T2) and that scores will rebound by T3. Second, the students in the process-based course will have a statistically significant decline in attitudes, subjective norms, and intentions after the course. Implications for the design of entrepreneurship curricula are presented and discussed.

PurposeThe purpose of this paper is to investigate the role exposure to digital fabrication technology plays in the development of students’ entrepreneurial self-efficacy (ESE) and intentions.Design/methodology/approachData were collected from 131 students enrolled in a business administration undergraduate program at a large Midwestern university in the USA. Data were analyzed using confirmatory factor analysis and structural equation modeling.FindingsResults provide evidence on how exposure to and hands-on experience with digital manufacturing technology in universities can have a positive impact on students’ ESE and intentions to become entrepreneurs.Practical implicationsResults support initiatives by business schools and entrepreneurship programs to invest in digital manufacturing technology as they help increase students’ confidence in their technological and entrepreneurial abilities.Originality/valueThis is the first study that directly looks at the role that exposure to digital technology in a business and entrepreneurship education program has on students’ ESE and intentions.

Developing social innovation and entrepreneurship competences and skills of children and young people is on the agenda of European educational policy-makers. The European research and innovation project “DOIT – Entrepreneurial skills for young social innovators in an open digital world” suggests using makerspaces and tools, within schools and externally, to promote practice-based social innovation and entrepreneurial learning of children and young people. This article first gives an overview of different types of maker-spaces, addresses the concept of maker education, and highlights common development goals of such education with entrepreneurship education regarding particular attitudes and competences. The main part then describes the DOIT learning program that allows children and young people (6–16 years) to acquire skills and an entrepreneurial mind-set for turning creative ideas into potential social innovations. This program is currently trialed in DOIT pilots in different types of makerspaces in ten European countries. The article describes learning processes and outcomes that are promoted by the program with two examples that are different regarding the makerspaces, topics and other aspects. Some first experiences and lessons learned from these and other pilots are summarized.

This present paper focuses on the pedagogical aspects of parents’ thinking in order to get acquainted with the ideal mindset for supporting the development of entrepreneurial competence, one of the key competencies of the 21st century. Our quantitative research applied a questionnaire with 101 items and a reliability of Cronbach-α=0.856, N=1,146. Respondents from different regions and social classes in Hungary filled in the forms. Results indicate that parents are aware of the 21st century ideal; however, their educational views suggest conservative practice, which is not as supportive for the formation of entrepreneurial skills.

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

Entrepreneurial education is believed to be positively correlated with entrepreneurship intentions. Previous studies measured entrepreneurial self-efficacy in order to investigate observed gender differences in entrepreneurial activity. Unlike these studies that were interested in studying entrepreneurial self-efficacy as a predictor of behavior, this study aims at measuring entrepreneurial self-efficacy as an educational assessment tool. This study uses data collected from four private universities in order to assess whether there are gender differences in the observed impact of entrepreneurial education. Results indicate that the entrepreneurial self-efficacy of both male and female students is significantly correlated with having taken an entrepreneurship course. Gender differences exist in terms of the specific subdomains of the scale, but these differences are small.

This study tests the thesis of the “jack-of-all-trades” – whether individuals with a variety of skills are more likely to pursue entrepreneurship – at the early stage of venture formation. We also ...

Purpose The purpose of this paper is to analyse the entrepreneurial intentions of international university students by applying the theory of planned behaviour (TPB). This paper presents a model that considers personal, social and environmental factors that potentially influence students’ intentions to become entrepreneurs. Design/methodology/approach An extension of the TPB was proposed, including two additional constructs: entrepreneurial skills and university education. The target population of the study was national and international university students enroled in different universities. A validated survey (n = 276) was used to collect the data. Structural equation modelling was used to test the hypotheses and the relationships between variables. Findings Students are more likely to acquire entrepreneurial skills through effective education and training. Entrepreneurial skills play a significant role in explaining entrepreneurial intentions because it is assumed that knowledge and training make people highly skilled. This raises people’s propensity to start a business. Originality/value This study makes a unique contribution to the literature by considering the role of entrepreneurial skills that are commonly acquired at university. The primary conclusions relate to the acquisition of entrepreneurial skills within the university environment. These conclusions are of interest to practitioners and policymakers.

Being social entrepreneurship (SE) the closest to Economy for the Common Good (ECG) principles, our work proposes to analyze the contribution of ECG model to SE. It is also intended to establish the relationship that exists between both concepts. Therefore, our specific objectives are to (1) identify the specific contributions of ECG principles to SE as well as their overlaps, (2) perform a literature review to analyze and quantify the number of research papers on SE and ECG, and (3) identify the possible existing gap. Through a double methodology, we (1) determine the potential contributions of the ECG model to SE, we propose to analyze the Common Good (CG) matrix and (2) empirical analysis on the existing literature body on SE and ECG. SE and ECG model share a number of principles and features which may be translated into some important overlaps in relation to both research bodies. So CG matrix can help to successfully launch and manage social ventures. This fact is mainly due to the fact that there is not a sufficiently large body of literature that relates models. In future research, it would be interesting to extend the bibliographic search to other databases.

Purpose of the study: This study examines the impact of creativity and entrepreneurship education on student entrepreneurial intentions at Jakarta State University. Methodology: This study, we applied quantitative research which conducting in two-phase First, we perform exploratory factor analysis test, and the second phase, we confirmatory factor analysis using AMOS version 18. Main Findings: This study carried out the findings that there is an impact on creativity on entrepreneurial education, lectures on individual creativity, entrepreneurial education on entrepreneurial intention, and creativity supported in the university on individual creativity. Furthermore, creativity supported not impact on entrepreneurial intention, and individual creativity has not to impact on entrepreneurial intention. Applications of this study: This research can be used by university leaders to increase students’ intention to become entrepreneurs through optimizing entrepreneurship education and creativity support from universities. Novelty/Originality of this study: In this study, we found that there was an influence of lecturer on creativity on entrepreneurship education. Previous researchers have never revealed this finding. Our research also found the impact of individual creativity on the intention of entrepreneurship. This finding has not been revealed in some previous studies.

The study analyzed whether family influence, gender, and entrepreneurial education would influence vocational students’ desire to become entrepreneurs. A survey was conducted in 6 vocational schools in Tasikmalaya, West Java, involving 246 vocational students. Using multiple regression analysis, findings show that entrepreneurial education has the highest influence (57.5%) shaping entrepreneurial intention among vocational students, while gender account for 30% influence on students’ entrepreneurial intention. Male and female students believed that they must be given the same opportunities for entrepreneurship, yet there are feminine and masculine attributes that differentiate successful entrepreneurial plans between genders. Lastly, findings show that family background has the least influence (16%) on entrepreneurial intentions. Respondents disclosed that there are many choices open to them aside from being entrepreneurs, and they would opt for this choice instead of following their parents. Nevertheless, they believe in family support through advice and access to capital. Implications for research, policy, and practice are discussed. This study has shown evidence that entrepreneurship can be a solution to Indonesia’s high unemployment problem for young vocational students, but this entails better entrepreneurial education, the provision of gender-equal opportunities for males and female students, and enhanced family support for entrepreneurial ventures.

To what extent is the likelihood that a Technology-Based Firm – TBF – turns into a Technology-Based and Highly Innovative Firm – TB&InnF – is influenced by technical capabilities or managerial capabilities and education background? We analyse this question using a novel data panel assembled for 326 Spanish industrial firms, along the period 1998–2014. Our findings show the probability of becoming a TB&InnF growths when firms are able to accumulate a high endowment of knowledge and technological capabilities, and a managerial team with experience, a strong power position and previous technical or managerial education background. Results also indicate the CEO's educational profile in management is preferable to a pure technical background by facilitating the transformation into a TB&InnF, because it complements better with the firm's knowledge and technological capabilities by facilitating the transformation of a scientific or technological project into a successful entrepreneurial innovation, which creates new value. These findings make a clear distinction between TBF and TB&InnF, put in question the traditional definition of TB&InnF, exclusively focused toward R + D activity, and valorise the importance of a CEO with both a broader vision that combines technologies, products, markets and people, with the ability to sense and seize new opportunities. JEL classification: M10, Keywords: Technology-Based & Highly Innovative Firm, Knowledge-based capabilities, Technological capabilities, Managerial capabilities, Entrepreneurial education

Purpose: Entrepreneurship is a vital tool for the economic development of any country. As a fiel of research, entrepreneurship has become a diversified area of study. A plethora of studies appeared that investigate the antecedents of entrepreneurial intention, most of them focus on personality traits and other psychological factors. However, the studies focus less on practical entrepreneurial education such as internship and business incubation. Thus, the current study seeks to fill this gap by empirically investigating the impact of business incubators and internship programs on student’s entrepreneurial intention in the Pakistani context. Methodology: The authors collected data through a structured questionnaire from students and ran partial least square structural equation modeling technique by SmartPLS software. Findings: The results show that business incubators and internship programs have a strong and positive statistically significant impact on entrepreneurial intentions. Implication: The current study can help policy-makers get a better insight on entrepreneurship so as to improve its innovation, proactivity, and risk-taking ability and how these factors can amend the lack of entrepreneurial awareness among business students.

Purpose The purpose of this paper is to create a better understanding of how entrepreneurial education research has evolved with regard to pedagogy over the past decades. Design/methodology/approach The authors employed systematic review methodology to enable an in-depth analysis of the literature in a process that was both replicable and transparent. Guided by the research purpose, the systematic review of 395 articles published between January 1980 and December 2018 was influenced by a configurative approach aimed at interpreting and understanding the phenomenon under study. Findings The analysis suggests that the scholarly discourse on pedagogy in entrepreneurial education research has developed over time from teacher-guided instructional models to more constructivist perspectives. A shift in the literature was also observed, where scholarly discussions moved from addressing the issue of teachability to a greater emphasis on learnability. Contemporary discussions centre on the theoretical and philosophical foundations of experience-based teaching and learning. Originality/value The study illustrates how entrepreneurial education has evolved into a distinct research theme, characterized by a practice-oriented research agenda that emphasizes the need to connect teaching to “real-world” environments. The practice-oriented agenda has led to continued societal interest in promoting entrepreneurial education, while at the same time creating low academic legitimacy.

Entrepreneurial education is the new must of today’s young generations. Either the teenagers or the young adults envision a career in IT&C, medicine, law or architecture, nowadays society requires from them to possess knowledge about how a business works or how it can be successfully developed. This brings up the question for curricula developers when should be introduced business education to children. For the time being, in Romania as well as in most of the European countries, they make acquaintance with the entrepreneurial education during high school. The present study wants to throw a glimpse at how pupils themselves perceive the study of entrepreneurial education and how effective is for their future to start learning about entrepreneurship concepts around the age of 16. Consequently, with the help of a quantitative research materialized in a questionnaire, the study has the objective to determine the perception of high school students in Romania about the entrepreneurial education and to evaluate its impact in a number of different matters. They have been focused primarily on the decision of their future careers and the role the teacher plays in this process. The contributions of this study could be of high importance for both curricula developers that must take into account students and market’s needs, as well as for the universities which offer business administration study programs. For the case of the universities, in order to develop coherent study programs, they need to be aware of the students’ basic level of knowledge regarding entrepreneurship and their understanding gained through the mandatory subject of Entrepreneurial Education during the high school time.

The paper conducts a systematic literature review on the development process of universities towards the entrepreneurial model to provide a conceptual framework and a strategic research agenda. From the analysis of the body of literature on the topic, exploration and exploitation emerge as critical processes in the development of entrepreneurial universities. Nevertheless, the way they are balanced within universities is an under-researched topic. Adapted from the concept of organisational ambidexterity, this paper develops the notion of university ambidexterity to analyse the development process of entrepreneurial universities. To achieve this research aim, a conceptual model is developed by integrating the learning processes of exploration and exploitation to the previous theories used to analyse the entrepreneurial university. As already emphasised in other studies focusing on the role of ambidexterity in different research contexts, this paper proposes an idea of balance over time. The universities need to balance exploration and exploitation in their evolutionary path towards the entrepreneurial model, but it may be not necessary to invest in exploration and exploitation processes simultaneously. On the contrary, it may be most important to oscillate between periods of exploration and periods of exploitation to achieve ambidexterity over time. As a result, the tensions between exploration and exploitation processes generate a twisting learning path for entrepreneurial universities. Finally, the paper proposes an integrated conceptual framework which consists of six constructs, namely internal organisational environment, external environment, university exploration, university exploitation, university ambidexterity, entrepreneurial university performance. The proposed research hypotheses on the interrelationships between the mentioned constructs and the mediating role of university ambidexterity constitute potential areas of investigation to direct future empirical research and further develop the body of knowledge in the field of entrepreneurial universities.

This article aims to assess how personality traits, training and entrepreneurial education, social recognition, self-efficacy and entrepreneurial attitude influence entrepreneurial intention to cre...

O objetivo geral do artigo é analisar, a partir da revisão de literatura, as proposições acerca do ensino de empreendedorismo nas IES brasileiras. Quanto aos métodos, o estudo, é: bibliográfico, exploratório e qualitativo. A pesquisa identificou, que para construção de uma educação empreendedora de qualidade é necessária a integração da sociedade (com as IES e as escolas), além dos programas de empreendedorismo focarem no (a): know-how, formação empreendedora, desenvolvimento de habilidades, abertura de negócios, espírito empreendedor, engajamento empresarial, reconhecimento de aptidões, aprendizagem, desenvolvimento pessoal, vivência empresarial, desenvolvimento das disciplinas etc. Conclui-se, portanto, que as disciplinas, cursos e programas de ensino em empreendedorismo, estejam focados no ensino-aprendizagem e no desenvolvimento das aptidões e habilidades dos alunos, em interação com os professores.

This study adds to the knowledge base of Entrepreneurial Education (EE) in selected technical training institutes in Kenya. Using qualitative research inquiry, semi-structured interviews were conducted with a question guidebook and follow-up questioning. Data were collected from students, instructors, and administrators selected through purposive sampling. Open and axial coding was used to categorize the transcribed interview responses. Peer review was used to ensure credibility and confirmability. The results reveals that the learning institutions prepared students as entrepreneurs through coursework, mandatory field internships, internal projects, participation in agricultural and business fairs, and providing startup capital for cooperative shops. EE delivery faces numerous constraints including inadequate start-up capital, inadequate access to land, and output and input market resulting from poor infrastructure, competition, lack of marketing skills, and exam-oriented curricula. Dairy, horticulture, poultry, and apiculture enterprises were identified as the most promising and viable enterprises for graduates of middlelevel tertiary institutions. In conclusion, EE was being offered in these institutions as certificate courses or integrated as a topic in their existing curricula. In order to improve upon the delivery of the programs, the institutions needed to upgrade learning facilities, incorporating ICT in the curricula, enhance practical learning, conduct rigorous follow-up evaluations of graduates, and establish business incubators for providing start-up capital to graduates.

This study attempts to determine the influence of Entrepreneurship Education (EEd) on the entrepreneurial intentions of university students in Katsina State, Nigeria. The study is guided by the following specific objectives: to examine the nature of entrepreneurial education being acquired by the students to determine the extent of influence of the acquired education on the students’ entrepreneurial self-efficacy and to determine the extent of influence of the acquired education on student’s entrepreneurial mindset. Secondary and primary sources were used in generating data for the study. Using stratified and random sampling techniques, data was generated by means of a structured questionnaire administered to 400 students across the three universities in the State. Descriptive statistics as well as simple regression was used in analysing the data collected from the respondents. Findings revealed that students fairly agreed that they have acquired education in major areas of entrepreneurship encompassing creativity, innovation, and venture creation and that EEd has a significantly positive influence on their entrepreneurial self-efficacy and entrepreneurial mindset. The study recommends that university managements should devise means of an adequate follow-up of their graduates to ensure the translation of their entrepreneurial intentions into venture creation, while entrepreneurship education lecturers should pay special attention to the area of venture creation as the students do not seem to be very optimistic in their ability to translate business opportunities into business projects/ventures.

Orientation: Within an emerging market context, the informal sector’s role was deemed critical towards achieving ideals of a developmental state. Given this perceived importance, there was a need to continually study informal sector entrepreneurial activity and its ramifications on firm performance. Research Purpose: This study aimed to understand the link between informal sector entrepreneurial activities and firm performance using a sample of firms operating in Durban, South Africa. Motivation of the study: Exploring those entrepreneurial activities that either enhanced or impeded the informal sector was deemed critical in the effectual and efficient operation of the sector. In driving the firm performance agenda ascertaining the role of factors such as (1) entrepreneurial culture, (2) entrepreneurial education and skills, (3) government and incubation support and finally, (4) access to finance can enhance the informal sector through the provision of evidence-based interventions. Research approach/design/method: A quantitative survey research approach was used to collect data from 152 informal sector businesses operating in the city of Durban in South Africa. A convenience sampling technique was used to access the respondents. Data were analysed using the Statistical Package for Social Sciences (SPSS) programme version 23 using correlation and regression tests. Main findings: The findings revealed the adoption of an entrepreneurship culture, including access to entrepreneurship education and skills to predict a firm’s financial and non-financial performance significantly. Furthermore, it was found that government and incubation support predicted a firm’s financial performance. However, it was also established that government and incubation support had no unique contribution to non-financial performance. Practical/managerial implications: Suggestions were made based on the findings that entrepreneurial activities have a bearing on informal sector business performance. These findings became a helpful intervention towards enhancing the performance of informal businesses. Contribution/value-add: This study contributed to understanding entrepreneurial activities that either enhanced or impeded informal businesses’ performance.

Coloured people's entrepreneurial efforts in South Africa are mostly survivalist. Although most of the selected suburb's youth have high entrepreneurial intentions, most do not become successful entrepreneurs. We are hoping to understand why people think this. Indisputable are the inadequacy of entrepreneurial education and training, a heavily skewed distribution of resources, a lack of mentorship, minimal support from parents, and a cultural upbringing in opposition to entrepreneurship. This study's objective was to gain insight into the cultural and educational limitations on entrepreneurial development and the entrepreneurial intentions of the selected suburb's youth. This paper employed quantitative and qualitative research methodologies. The quantitative data was collected from 470 youths through a survey questionnaire. Ten personal interviews were conducted within the qualitative ambit and served to validate the quantitative tool's results. The quantitative data was analysed using SPSS software, and the qualitative data was analysed by identifying common themes in relation to the quantitative findings. The study revealed a low level of tertiary education, a family orientated culture and a high level of entrepreneurial intention. The findings further revealed that many parents do not run their businesses, which indicated that most of the youth do not stem from entrepreneurially oriented households. The researchers recommend that business incubators be established within the suburb and that schools within the community should partner with the private sector and governmental structures, such as the Department of Trade and Industry (DTI), The National Youth Development Agency (NYDA), and Small Enterprise Finance Agency (SEFA) in order to expose youth to the practical application of entrepreneurship.

Entrepreneurial education has always played an important role in developing entrepreneurship. In recent years, China has been emphasizing the integration of innovative entrepreneurship concepts into university curricula. Entrepreneurial education can also contribute to the sustainability of business development. In the context of “mass entrepreneurship and innovation”, entrepreneurial education is important to promote the restructuring of the economic and business model, enhance the development momentum, and follow the innovation-driven development path. However, whether the promotion of entrepreneurial education will lead to entrepreneurial intentions of college students, and thus, specific proposals for the promotion of the entrepreneurial education model remains unclear. Therefore, this study adopted the theory of planned behavior perspective coupled with perceived university support to extend the theory of planned behavior framework and explain the effect of such support on student entrepreneurial intention. The study results revealed that perceived university support significantly affected student attitude toward entrepreneurship, which signaled universities’ critical role in establishing entrepreneurial spirit in students. A significant effect on behavioral control was also observed for perceived university support. Regarding the effects of perceived university support on attitude toward entrepreneurship and behavioral control, the results revealed the effect was far greater on attitude than on behavioral control. Such intention was not directly affected by subjective norms. Therefore, a scientifically rational entrepreneurship course system is critical for effective entrepreneurship education. Overall, encouraging students to engage in the continuous process of entrepreneurship through entrepreneurship courses can concurrently benefit overall economic and social development.

The literature recognizes the importance of entrepreneurship for the development of students’ job skills and for the socio-economic development of the countries, however, there are mixed results regarding the impact of entrepreneurial education and few validated measures for its evaluation. According to the above, we conducted a bibliometric study related to trends in the measurement of entrepreneurial education. We performed a bibliographic coupling analysis to identify the most relevant publications in this field of study. We identified eleven research trends: (1) Entrepreneurial self-efficacy. (2) Entrepreneurial intention. (3) Entrepreneurship education in higher education institutions. (4) Entrepreneurial skills. (5) Individual and national level determinants of entrepreneurial activity. (6) Drivers of entrepreneurial intention. (7) Assessment instruments of entrepreneurial education impact. (8) University entrepreneurship education program. (9) Social impact of entrepreneurship education. (10) Pedagogies used in entrepreneurship education. (11) Effectiveness of entrepreneurial education. We suggest future lines of research based on the results of our study.