The Role of Entrepreneurship Education in Forming Students’ Entrepreneurial Attitudes

2015 ◽  
Vol 21 (4) ◽  
pp. 596-600
Author(s):  
Agustinus Dedy Handrimurtjahjo ◽  
Nugroho J. Setiadi ◽  
EngkosAchmad Kuncoro
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Statistical Treatment ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Success ◽  
Self Assessment ◽  
Entrepreneurial Attitudes ◽  
Entrepreneurial Capital

In this study, we are focusing to describe the role of entrepreneurship education informing students’ entrepreneurial attitudes through the development of Entrepreneurship Center in Indonesia Higher Education Institutions. Focus of the study is to identify the determinant factors of entrepreneurial attitudes and intentions. In particular, the study investigates the Indonesian students’ view on the following entrepreneurial capital in terms of the importance to entrepreneurial success. It further examines the respondents’ self-assessment on their entrepreneurial qualities possession, their views on entrepreneurs. 118 students participated in the survey and the data were collected through self-administered questionnaires. The collected data were analyzed for their content, presented in the form of graphs and were given a simple statistical treatment. The results indicate that Indonesian students are aware of the competencies and the qualities strongly linked with entrepreneurial success. Results of the study contribute to Indonesia Higher Education institutions on understanding the attitudes of their students towards entrepreneurship and investigating both the role of entrepreneurial education and social norms in building attitudes that lead to entrepreneurial intentions.

A SCOPING REVIEW OF THE RELATIONSHIP BETWEEN ENTREPRENEURSHIP EDUCATION, ENTREPRENEURIAL CULTURE AND ENTREPRENEURIAL INTENTION AT HIGHER EDUCATIONAL INSTITUTIONS

2020 ◽  
Vol 8 (3) ◽  
pp. 792-810
Author(s):  
Essam Hussain Al-Lawati ◽  
Umar Haiyat Abdul Kohar ◽  
Ebi Shahrin Suleiman
Keyword(s):  
Higher Education ◽  
Scoping Review ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Developed Countries ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Culture ◽  
The Relationship

Purpose: The aim of this study to highlight the role of entrepreneurial culture in the relationship between entrepreneurship education and entrepreneurial intentions at higher education institutions as study variables. This study could play a vital role in guiding students to choose entrepreneurship as a career by encouraging them. Methodology: A scoping review method was used to identify critical evidence in the reviewed relationships between the three above mentioned variables, which are: entrepreneurship education, entrepreneurial culture, and entrepreneurial intention. By using the scoping review method, the authors analyzed articles from Scopus and Web of Science databases published from the year 2003 to 2019, in which 52 relevant articles out of 105 related published articles were identified using Mendeley software to filter these articles.  Main Findings: The results show that there was a significant positive relationship between entrepreneurship education, entrepreneurial culture, and entrepreneurial intention when the entrepreneurial culture was inculcated in entrepreneurship education activities at higher education institutions. This study shows that the most used theory is the Theory of Planned Behavior, in which most studies were done on the level of universities, and a significant volume of reviews have been carried out in developed countries. Application of This study: The cultivation of entrepreneurial competencies is heavily influenced by the prevailing culture, which is usually strengthened through education and directed by individual entrepreneurial intention along with the role of entrepreneurial culture. Hence, this could be useful for developing and economies in transition countries that might face high unemployment rates to focus on these variables in comparison to developed countries. Novelty: This study highlights and further proposes the mediation role of entrepreneurial culture in entrepreneurship education - entrepreneurial intention relationship based on the outcomes of the scoping review. Indeed, this relationship was just mentioned by words and not validated or measured comprehensively by the scholars. Hence, there is a chance for further studies in this body of knowledge.

scholarly journals Entrepreneurship Education through Successful Entrepreneurial Models in Higher Education Institutions

2020 ◽  
Vol 12 (3) ◽  
pp. 1267 ◽  
Author(s):  
Gabriela Boldureanu ◽  
Alina Măriuca Ionescu ◽  
Ana-Maria Bercu ◽  
Maria Viorica Bedrule-Grigoruță ◽  
Daniel Boldureanu
Keyword(s):  
Higher Education ◽  
Role Models ◽  
Higher Education Institutions ◽  
Business Students ◽  
Student Perception ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intentions ◽  
Capital Theory ◽  
Theoretical Perspectives ◽  
Entrepreneurial Role

In higher education institutions, entrepreneurship learning based on successful entrepreneurial role models may promote education for sustainable development. Several theoretical perspectives, such as the human capital theory, the entrepreneurial self-efficacy and self-determination theory, argue that entrepreneurship education is positively correlated with entrepreneurial intentions of students, as it provides adequate know-how and skills and motivates them to develop their entrepreneurial careers. In entrepreneurship education programmes, exposure to successful entrepreneurial models could be a significant factor for stimulating students’ confidence in their ability to start a business and for improving their attitudes towards entrepreneurship. This study aims (i) to identify characteristics viewed by students as being specific to a successful entrepreneur, (ii) to establish the influence of exposure to successful entrepreneurial role models (chosen by students) during entrepreneurship education classes on student entrepreneurial intentions, and (iii) to assess how such exposure influences the attitudes of students towards entrepreneurship. For this purpose, the authors ran a pilot experiment with 30 graduate students enrolled in a Business Creation course using a research methodology that combined qualitative techniques with quantitative measures. Content and statistical analyses were utilised to examine differences in student entrepreneurial intentions and attitudes towards entrepreneurship after being exposed to successful entrepreneurial models. Our study provides evidence that entrepreneurship education based on successful entrepreneurial role models may positively influence the entrepreneurial attitudes and intentions of students and could lead to higher orientation of student perception towards social benefits of entrepreneurship (new jobs) compared to financial ones (high income). However, our findings stress that if educators want to improve the efficiency of education focused on developing entrepreneurial skills, graduate programmes should be designed differently for business and non-business students, since studying successful entrepreneurial stories impacts these two groups differently.

Role ambiguity in entrepreneurship education: expectation gaps between educators and students in venture creation courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Aki Harima ◽  
Agnieszka Kroczak ◽  
Martina Repnik
Keyword(s):  
Higher Education ◽  
Role Ambiguity ◽  
Role Theory ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Venture Creation ◽  
Student Centered ◽  
Content Type ◽  
Practical Implications

PurposeThis study aims to explore expectation gaps concerning the roles between educators and students in the context of venture creation courses at higher education institutions by investigating their mutual perspectives. The authors seek to answer the following research questions: (1) how is the role expectation toward the entrepreneurship education of teachers different from that of students and (2) what are the consequences of these expectation gaps in entrepreneurship education?Design/methodology/approachThis study applies an explorative qualitative approach. As the research setting, the authors selected an entrepreneurship education course for advanced management students at a German public university. The authors conducted in-depth interviews with both educators and students to examine how role ambiguity emerges in venture creation courses.FindingsThis study identified discrepancies between educators and students in their fundamental assumptions regarding the role of educators and students. Such discrepancies are the autonomy-level assumption gap, capacity assumption gap and learning outcomes expectation gap. Based on the findings, this study develops a framework of expectation gaps between educators and students as sources for role ambiguity in entrepreneurship education by extending the role episode model developed in role theory.Research limitations/implicationsThe findings contribute to the extant literature on entrepreneurship education in several ways. First, this study reveals that students in venture creation programs can encounter role ambiguity due to differing expectations about their role between educators and students, which can negatively affect the students' perception of their learning outcome. Second, this study discovered that the possible discrepancies regarding the fundamental assumptions about the role of educators and students pose a challenge to educators. Third, the findings illuminate the importance of understanding the complex identity of students in the context of student-centered entrepreneurship education.Practical implicationsThis study offers several practical implications for entrepreneurship educators in higher education institutions. First, this study reveals the confusion among students concerning their role in entrepreneurship education. As such, it is recommended that educators explain to students the purpose of the student-centered pedagogical approach and the expected role of students in acting as independent entrepreneurial agents. Second, while student-centered entrepreneurship education is based on the fundamental assumption that students are motivated to develop their own startup projects, educators must consider the nature of students' motivation and their overall student-life situation. Finally, this study demonstrates the importance of creating an active feedback loop so that entrepreneurship teachers can be aware of such perceptional gaps between educators and students and understand the sources of these gaps.Originality/valueWhile the extant literature indicates the existence of perceptual gaps between educators and students in the context of entrepreneurship education, how these gaps emerge and influence the outcome of entrepreneurship education remained unclear. One critical reason for the under-investigation of this issue was that existing studies predominantly emphasize the educators' perspectives, although such expectation gaps can only emerge through the discrepant views of two different parties. This study tackled this research gap by considering the mutual perspective of educators and students by applying role theory.

Teaching Pedagogies of Entrepreneurship Education and Entrepreneurial Intention of Students of Higher Education in Nigeria: An Evaluation

2019 ◽  
Vol 5 (02) ◽  
Author(s):  
Ranjana Gujrati ◽  
Lawan A. Lawan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
North West ◽  
North East ◽  
The Impact ◽  
Teaching Pedagogies

Entrepreneurship education was introduced in Nigerian higher education institutions as a compulsory course for students regardless of area of specialization in 2006/2007 academic session. This paper investigates the impact of selected teaching pedagogies (Normal lecture, Case study, Meeting entrepreneurs, Expert lecture, Incubation facility, Business plan development, Industry tour, Group discussion, Entrepreneurial stories, and Live project) used in delivering these courses on student’s entrepreneurial intention. Data were collected during scheduled lecture period with the aid of questionnaire on 405 students of universities, colleges of education and polytechnics in the three regions of Northern Nigeria (The North-East, North-Central, and North-West). Proportionate stratified random sampling technique was applied to select the participants. Descriptive along with inferential statistics were used for the analysis. Ordinal logistic regression was used to estimate the impact of each of these courses on students’ entrepreneurial intention. Findings indicate that four out of the ten teaching pedagogies namely; Normal lecture, Case study, Expert lecture, and Incubation facility lead a positive and significant impact on students’ entrepreneurial intentions. Therefore, higher education institutions in Nigeria need to set specific entrepreneurship education goals and come up with an effective blend of both conventional and innovative teaching pedagogies, through which students’ mental and practical capabilities can be improved towards successful entrepreneurship. The study also recommends that the teaching pedagogies applied in entrepreneurship education area must be in alignment with the career interests of the students and with the objectives for which the course is offered.

ENTREPRENEURSHIP EDUCATION IN THE CONTEXT OF DEVELOPING COUNTRIES: STUDY OF THE STATUS AND THE MAIN BARRIERS IN MOZAMBICAN HIGHER EDUCATION INSTITUTIONS

2015 ◽  
Vol 20 (03) ◽  
pp. 1550020 ◽  
Author(s):  
DAMBUSSE B. LIBOMBO ◽  
ANABELA DINIS
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Business Community ◽  
Public And Private ◽  
Qualified Teachers ◽  
The Status

This study focuses on the issue of entrepreneurship education and the role of Higher Education Institutions (HEI) in the context of developing countries. More specifically it aims to understand how entrepreneurship education is being implemented in Mozambique and to identify the main barriers to the creation of companies promoted by/incubated in HEI with entrepreneurship education in their curricula. The paper includes theoretical discussion and the presentation of a case study. It begins with a literature review about the relationship between entrepreneurship and development followed by a discussion about entrepreneurship education in the context of developing countries and entrepreneurship education provided by HEI. The empirical study is focused in Mozambique. After a contextualization of entrepreneurship education in Mozambique, Mozambican HEI with entrepreneurship education are identified and their situation and difficulties concerning the implementation of entrepreneurship education are discussed. Data collection includes documental sources and interviews with HEI representatives of a sample of ten establishments of the universe of five public and private HEI with entrepreneurship education in Mozambique. Results indicate that lack of resources, trained/qualified teachers and cooperation networks with the business community and other relevant actors are the main barriers.

Entrepreneurship education and training in Indian higher education institutions: a suggested framework

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meghna Chhabra ◽  
Leo-Paul Dana ◽  
Sahil Malik ◽  
Narendra Singh Chaudhary
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
Evaluation Systems ◽  
Education In India ◽  
Indian Higher Education ◽  
And Training

PurposeThe 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/approachThe 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.FindingsThe 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/valueThe 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.

scholarly journals EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)

2017 ◽  
Vol 5 ◽  
pp. 516-520
Author(s):  
Robert Walter Dumisani Zondo
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Target Population ◽  
Private Higher Education ◽  
The South ◽  
Private Higher Education Institutions

The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participation in this study. These institutions are registered in terms section 54 (1) (c) of the South African Act (SAQA, 2012). For the study to achieve its objectives, the South African Qualification Authority (SAQA) provided a sample frame of all the private HEIs in SA. From the 78 HEIs identified, 22 offered the pastoral courses and were excluded from the study. As a result, a target population of 56 HEIs participated in the study. This research has two objectives. That is, examining the perception of Academic Managers on entrepreneurship education, and the reasons for offering such education in the private HEIs in SA. This study uncovers the need for entrepreneurship education in private HEIs of SA. The results present the value of entrepreneurship education as a practice that develops students into cross functional innovative thinkers. It provides valuable data relating to the significance of entrepreneurship education for developing students into business minded individuals.

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