Entrepreneurship in higher education: The key role of self-efficacy-A cross sectional study

Entrepreneurship is the engine of a nation's economic, cultural, and social development. Since Higher Education Institutions play a crucial role, it is important to analyze the academy's entrepreneurial education effectiveness in promoting entrepreneurial intention amongst students. This study aims to analyze the effect of the education agenda of a Higher Education Institution on the students’ entrepreneurial intention, exploring the effect of self-efficacy as a mediator. A quantitative, cross-sectional, and non-experimental study was performed. A sample of 176 Portuguese higher education students fulfilled the “Entrepreneurial Motivations Survey,” which includes the HEInnovate Self-Assessment Scale, the Self-Efficacy Scale, and the Entrepreneurial Intention Scale. Data analysis was performed using Statistical Package for Social Sciences (SPSS), AMOS, and PROCESS software. Through structural equation models, it was created a mediation model to assess the impact of the University education agenda on the entrepreneurial intention of the students. All scales showed adequate validity and reliability. The Faculty was not perceived as an entrepreneurial academy by the students. The results did not show a direct effect of the entrepreneurial education agenda on the students’ entrepreneurial intention. The effects emerged through self-efficacy, which plays a mediating effect between entrepreneurial education agenda on the students’ entrepreneurial intention. The entrepreneurship agenda didn’t directly influence the entrepreneurial intention. It is mandatory to offer a rich agenda in order to improve the students’ entrepreneurial competencies, preparing them to strive in the competitive market, in which self-efficacy plays an important role.

Does National Gender Equality Matter? Gender Difference in the Relationship between Entrepreneurial Human Capital and Entrepreneurial Intention

Gender equality contributes to economic growth and social progress by promoting women’s social and economic participation. The national gender equality level can affect women’s education and opportunities for economic participation. In this work, we examine whether entrepreneurial human capital (entrepreneurial education and experience) affects entrepreneurial intention and whether these relationships depend on gender and a country’s gender equality level. We used Global Entrepreneurship Trend Report (GETR) data provided by the Korean Entrepreneurship Foundation. The global survey was conducted by the Korean National Statistical Office in 2016. The data were collected from 20 countries, including Korea, and contain at least 2000 individual responses from each country. We used HLM analysis with the HLM 6.0 program to examine the hypotheses. Our results show that entrepreneurship education increases entrepreneurial intention, and that the relationship is stronger among women than men. We also found that for women, the positive relationship between entrepreneurial education and entrepreneurial intention is stronger in countries with lower gender equality. As for prior entrepreneurial experience, neither gender nor national gender equality level moderated the relationship between experience and entrepreneurial intention. This study contributes to the extension of entrepreneurship theory, especially in the area of women entrepreneurship. We confirm that entrepreneurial human capital contributes to entrepreneurial intention, and that gender and national gender equality level comprise an important social context that influences the effects of education and experience on the entrepreneurial intention of women.

The Role of HEIs in Creating Social Academic Entrepreneurial Ecosystems

The possibility of infusing entrepreneurship into higher education has incited much enthusiasm globally. A sub-domain of entrepreneurial education lies within the scope of social development and recognized as social academic entrepreneurship (SAE) education. Analysis of SAE intention at HEIs is scarce in Pakistan, and this pioneer study systematically analyzes key tenants of SAE including institutional factors, role of faculty and leadership, and strategic inclination to sustain SAE ecosystem within the faculties of social sciences and humanities at a liberal art university in Pakistan. The questionnaire is built on Hindle bridge framework and quadruple helix model for innovation. Results indicate that the study sample is at risk of exhibiting effective SAE and outlines strategies for mindfully curating a trajectory towards SAE education.

Cooperation and Environmental Responsibility as Positive Factors for Entrepreneurial Resilience

In this review, we study the state of entrepreneurial education as it applies to business resilience. We consider records over the last 20 years about entrepreneurial resilience that consider their social impact and focus on sustainability. The aim of the study was to determine whether an enterprise that stresses social impact and sustainability rather than profits could reinforce entrepreneurial resilience. The importance of this study is that it offers a more complex description of entrepreneurial resilience by connecting social and environmental sensitivity with a profit-oriented logic. We found a mild incremental rise in, first, the years of the 2000s and a jump by 2010. We then used VosViewer to create a cluster map from the record list of WOS, creating three clusters of: “education and sustainability”, “entrepreneurship and social impact” and “innovation”, and these three clusters were related to superior entrepreneurial resilience. This approach should be adopted in real time to be able to adapt to socio-economic crises, adopting a functional approach based on cooperativeness and awareness of complexity.

Education Reform and Quality Training of Music Majors From the Perspective of Entrepreneurial Education

Art major graduates are facing more severe employment pressure. Based on entrepreneurial education, the reform of entrepreneurship education and quality training of music majors in colleges and universities are analyzed. First, the relevant theories of entrepreneurship education are introduced and the advantages of advanced entrepreneurship education in foreign countries are analyzed. Second, the music majors in a university are selected as the subjects to analyze the current situation of entrepreneurship of music majors. Finally, new strategies are put forward for the reform of entrepreneurship education of music majors. The research shows that the number of music majors who are very interested in entrepreneurship accounts for 22.2%. In terms of the music majors’ understanding of entrepreneurship policies, the proportion of students with less understanding accounts for 40.1%. As for the ways of music majors to acquire entrepreneurship knowledge, 8.00% usually turn to books and networks. Music majors hope to get support from the government and schools in the cultivation of entrepreneurship. In entrepreneurship, music majors who intend to start a business according to their interests account for 40.8%. The variance of eigenvalues of the four main factors is 19.49, 12.96, 10.75, and 8.39%, respectively, and their contribution value is 51.58%. The four research aspects of entrepreneurship education are music majors’ entrepreneurship policy, entrepreneurship desire, and entrepreneurship quality and entrepreneurship education practice. The entrepreneurship education system is to arouse interest, improve entrepreneurial ability, and form entrepreneurial personality. This paper proposes good entrepreneurship education strategies.

EFFECTIVENESS OF TYPOLOGY AND LEARNING ENVIRONMENT IN DEVELOPING ENTREPRENEURIAL COMPETENCIES: A COMPARATIVE STUDY

The introduction of entrepreneurship course as a core module in higher education institutions (HEIs) under the Malaysia Education Blueprint (MEB) 2015–2025 has not increased entrepreneurship initiatives. This is partly attributed to ineffective implementation of entrepreneurship skills in the HEI curriculum. Although attempts were made to delineate the central phenomena of entrepreneurship learning to develop entrepreneurial competencies and intention, there was no consistent outcome. This comparative study used empirical data to investigate the contribution of multidisciplinary learning environment and the use of “Through” methodology as an entrepreneurial education pedagogy to develop entrepreneurial competencies and intention among students. A two-phase stratified single-stage cluster sampling approach was adopted that involved stratifying the entire population of 260 second-year degree students into learning environment strata and partitioning the strata into mutually exclusive entrepreneurial education pedagogy clusters. Data was collected from every single subject within the clusters. Descriptive analytical statistics was used in gauging the effectiveness of the research learning environment and typology pedagogy. The findings revealed that even though entrepreneurial intention remains a challenge, multidisciplinary learning environment that involves students from different disciplinary programs doing entrepreneurial ventures such as experiential learning and taking calculated business risks are most effective in inculcating entrepreneurial competencies. This study has shown that having the appropriate learning environment and typology pedagogy, including consideration of the psychological appeal of students are essential in nurturing entrepreneurial competencies among students. The outcome of this study provides a better understanding for both, HEI academicians and the Ministry of Higher Education (MOHE) in making entrepreneurship learning more relevant to produce students with entrepreneurial competencies.

The Effects of Institution-Driven Entrepreneurial Education in Chinese Universities: A Qualitative Comparative Analysis Approach

Purpose: This study aims to explore the effects of entrepreneurship education by examining the influences of the curriculum system, teaching team, design of practical programs, and the institutional systems on universities’ entrepreneurial education performance.Design/Methodology/Approach: This paper employs a case-based approach—Qualitative Comparative Analysis (QCA). Data were collected from 12 universities that were typical cases in the implementation of entrepreneurial education. The four dimensions of entrepreneurship education are applied as conditional indicators. fsQCA3.0 software is used to analyze the necessary conditions and condition combination of the truth table.Findings: There are three sets of condition combinations of the intermediate solution that results in a high level of entrepreneurial education performance: (1) when the credit ratio of entrepreneurship courses is higher and there are more practical platform platforms, even if the entrepreneurship education system and mechanism is less mature, the level of entrepreneurial education performance is high; (2) with a higher credit ratio of entrepreneurship courses, higher quality of teaching teams, and higher standard of practical platforms, the level of entrepreneurial education performance is high; (3) with a higher level of credit ratio of entrepreneurship courses and more practical platforms, as well as mature entrepreneurship education system and mechanism, even if the quality of the teaching team is lower, the level of entrepreneurial education performance is satisfied.Research Limitations/Implications: The dimensions of entrepreneurship education can be expanded; additionally, given that there are many other factors affecting entrepreneurial performance, it is necessary to identify and integrate other possible factors on an ongoing basis.Practical Implications: This study offers practical implications for universities and policy makers that can promote the transformation of theoretical knowledge into practice in the field of entrepreneurship in colleges and universities.Social Implications: This study is one of the first to empirically examine the effect of institutional-driven entrepreneurship education in developing countries. The enhancement of entrepreneurship education can benefit the development of individuals and schools, and even has a potential impact on the progress of the country and society as a whole.Originality/Value: This study emphasizes the significance of viewing the entrepreneurial education as a multi-dimensional concept by targeting different kinds of players. Furthermore, it employs a case-based approach to identify configurations of the antecedent attributes of the curriculum system, teaching team, design of practical programs, and the institutional systems, and their influence on universities’ entrepreneurial education performance.

The Role of Entrepreneurial Intentions, Perceived Risk and Perceived Trust in Crowdfunding Intentions

Crowdfunding is a new financial and marketing tool, which is used to raise money for new projects and to promote innovative products. The aim of this paper is to investigate the influencing factors of crowdfunding intentions among students as future or current entrepreneurs. Drawing from the Theory of Planned Behaviour and the Unified Theory of Acceptance and Use of Technology, we analyse the data from two culturally and entrepreneurship-wise different countries, Romania and South Korea using PLS-SEM (N=441). Entrepreneurial intentions, perceived risk and perceived trust are found to positively influence crowdfunding intentions among business, economics and management students in both countries. We further check the influence of attitude towards entreprenurship, social norms and perceived behavioural control, entrepreneurial education and desire for success on entre-preneurial intentions, and report positive correlations for the whole analyzed sample. Moreover, social influence and facilitating conditions positively influence the entrepreneurs’ perceived risk, and effort expectancy and performance expectancy positively influence perceived trust. Whereas the Romanian sample does not exhibit any influence of social norms on entrepreneurial intentions, entrepreneurial education is not correlated with entrepreneurial intentions in South Korea.