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21 – 30 of over 29000JiaChun Chen, Liangziye Tang, Honghong Tian, Ruiqiu Ou, Jingan Wang and Quan Chen
During the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods…
Abstract
Purpose
During the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods remains to be confirmed. The purpose of this paper is to explore the effect of mobile business simulation games in entrepreneurship education.
Design/methodology/approach
From May 2020 to July 2020, the authors adopted a quasi-experimental design to explore the effect of mobile business simulation games in entrepreneurship education. The authors set up an experimental group to participate in mobile business simulation games, with a total of 105 students, and set up a control group of 100 students. At the beginning and end of the experiment, data on entrepreneurial attitude, self-efficacy, entrepreneurial intention and other related variables were collected. Paired sample T-test and regression analysis were used to analyze the results.
Findings
The authors found that mobile business simulation games can improve entrepreneurial attitudes and self-efficacy, but cannot change entrepreneurial intentions. The paired sample T-test in the experimental group showed that the entrepreneurial attitude and entrepreneurial self-efficacy of the participants were significantly improved, but the entrepreneurial intention did not change significantly. The above three variables did not change significantly in the control group. The research results also show that flow experience is very important in mobile business simulation games, which can improve entrepreneurial attitude and entrepreneurial self-efficacy.
Originality/value
The authors’ findings confirm the positive effects of mobile business simulation games in entrepreneurship education, which can improve entrepreneurial attitudes and entrepreneurial self-efficacy. But the disadvantage of mobile business simulation games is that they cannot increase entrepreneurial intention. In addition, the flow experience needs to be valued in mobile business simulation games. The research in this paper has implications for how mobile learning can be used in entrepreneurship education during the COVID-19 pandemic. In addition, research is of great value on how mobile business simulation games can be improved.
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Soroush Saadat, Aliasghar Aliakbari, Amirreza Alizadeh Majd and Robin Bell
This study investigates the effect of entrepreneurship education in terms of the development of entrepreneurial knowledge and skills, on graduate students' entrepreneurial…
Abstract
Purpose
This study investigates the effect of entrepreneurship education in terms of the development of entrepreneurial knowledge and skills, on graduate students' entrepreneurial alertness and the mediating role of the entrepreneurial mindset.
Design/methodology/approach
The study collected data using questionnaires from graduate students at an Iranian university who had engaged with entrepreneurship education. The questionnaires collected data on the respondent's demographics and adopted previously validated measures to measure entrepreneurship education, entrepreneurial alertness and entrepreneurial mindset. Statistical techniques were applied to test validity and structural equation modeling was undertaken to test the hypotheses.
Findings
The findings demonstrated that entrepreneurship education has a positive and significant effect on entrepreneurial alertness and entrepreneurial mindset. In addition, entrepreneurial mindset was found to have a positive and significant role in mediating the relationship between entrepreneurship education and entrepreneurial alertness. This finding highlights the importance of educators seeking to build an entrepreneurial mindset within entrepreneurship education, in addition to developing students' entrepreneurial alertness by focusing on opportunity identification and recognition.
Originality/value
The study addresses a gap in the literature as to the relationship between entrepreneurship education, entrepreneurial alertness, and the entrepreneurial mindset, and furthers the understanding of the impact of entrepreneurship education. The results inform educational practice, as ensuring students recognize entrepreneurial opportunities is an important element of venture creation.
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Neil Towers, Adhi Setyo Santoso, Nadine Sulkowski and John Jameson
The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst…
Abstract
Purpose
The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen.
Design/methodology/approach
The theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed.
Findings
The authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework.
Practical implications
Increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach.
Originality/value
Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector.
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Salime Mehtap, Massimiliano M. Pellegrini, Andrea Caputo and Dianne H.B. Welsh
Female entrepreneurship is a growing segment in the context of developing countries and has the potential to become a driving force for economic development. However, research…
Abstract
Purpose
Female entrepreneurship is a growing segment in the context of developing countries and has the potential to become a driving force for economic development. However, research suggests that females are less inclined toward entrepreneurship when compared to their male counterparts. This fact is related to a complex mix of causes such as the belief that entrepreneurship is a male domain, certain conditions within the economic and social environment and a general lack of confidence with regards to succeeding in such activities. Barriers to female entrepreneurship are prevalent in the patriarchal Arab world. The purpose of this paper is to measure the perceptions of female Jordanian business students with regards to the socio-cultural barriers to entrepreneurship. It also looks at the conduciveness of the education they are receiving in terms of new venture creation.
Design/methodology/approach
A sample of 254 female business students from two universities in Jordan was asked to evaluate various factors within the entrepreneurial ecosystem, including the business education they are currently receiving. A factor analysis has been performed to show which relevant elements may prevent young women from engaging with entrepreneurial activities. A comparison of perceptions about the educational system has also been presented to understand how a supportive educational environment may affect the previous analysis.
Findings
The results indicated that a strong supportive education system to some extent may reduce the perception of potential barriers for entrepreneurship but the overall impact can be limited. Conversely, an educational system lacking a supportive environment and concrete initiatives can deeply affect and worsen the fears of engaging in entrepreneurship amongst female students.
Originality/value
The role of women in the Arab world is quite marked and the reluctance of women to take a more decisive engagement in entrepreneurship may be reinforced by conservative, societal traditions. A supportive education system has the potential to act as a catalyst to encourage active female participation in the entrepreneurial domain, thus helping to spur economic development in the region.
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Nimitha Aboobaker and Renjini D.
In the context of conflicting results in the existing literature on the effectiveness of entrepreneurial education and training, this study aims to examine the effect of…
Abstract
Purpose
In the context of conflicting results in the existing literature on the effectiveness of entrepreneurial education and training, this study aims to examine the effect of entrepreneurial training on perceived human capital and entrepreneurial intention of students. A deeper understanding of the effectiveness of entrepreneurship programs assumes significance, given the substantial policy support and budgetary spending on entrepreneurship education across the world, especially in emerging economies like India. Furthermore, the authors seek to examine if human capital mediates the relationship between entrepreneurial training and entrepreneurial intention.
Design/methodology/approach
In total, 330 final-year students who had undergone a mandatory course on “entrepreneurship and new venture planning” in various disciplines in science, technology and management were randomly selected as sample respondents. A self-administered and structured questionnaire that measured the attitude toward perceived effectiveness of entrepreneurial education and training, perceived human capital and the entrepreneurial intention was used to elicit responses.
Findings
Results revealed that entrepreneurial training and education are effective in eliciting an important student-level outcome of entrepreneurial intention. Furthermore, the study found that human capital significantly mediates the aforementioned relationship. Based on these findings, it is suggested to further the focus of entrepreneurial training programs conducted in universities and thus foster entrepreneurial outcomes among students.
Originality/value
This study adds to the body of knowledge, by examining if entrepreneurial education and training provided by universities indeed yield positive results in terms of higher intentions to engage in entrepreneurial activities, with emphasis on a large developing economy like India. Entrepreneurship development is widely recognized as an effective tool for the socio-economic development of societies in developing countries. This study, by establishing the efficacy of entrepreneurship education in creating entrepreneurial intention among young students, endorses the policy focus and resource spending on entrepreneurship training and education. Also, this study is pioneering in examining the mediating role of human capital in the aforementioned relationship.
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Agu Godswill Agu, Okwuagwu Okuu Kalu, Chidadi Obinna Esi-Ubani and Paul Chinedu Agu
The purpose of this study is to integrate and extend two models of entrepreneurial intention to investigate the drivers of sustainable entrepreneurial intention among intermediate…
Abstract
Purpose
The purpose of this study is to integrate and extend two models of entrepreneurial intention to investigate the drivers of sustainable entrepreneurial intention among intermediate undergraduate university students in Nigeria. Specifically, this paper aims to introduce education for sustainable entrepreneurship into the integrated model, thereby fitting the model into the context of sustainable entrepreneurship.
Design/methodology/approach
Data was gathered with the help of a structured questionnaire from 435 students of a university in Nigeria. The students passed through a special entrepreneurship training in which they were educated on the concept and practice of sustainable entrepreneurship. SmartPLS was used to test the proposed structural model.
Findings
The findings revealed that education for sustainable entrepreneurship significantly influences all variables of the integrated model, but has nonsignificant direct influence on sustainable entrepreneurial intention. Sustainable entrepreneurial intention is significantly driven by attitude and propensity to act. Therefore, the inclusion of education for sustainable entrepreneurship into the regression equation adds to its explanatory power.
Originality/value
This study contributes toward understanding of sustainable entrepreneurial intention of intermediate university students in a developing world context – Nigeria. Above all, it is among the few studies that shed light on the strength of education for sustainable entrepreneurship in the formation of sustainable entrepreneurial intention among students. This study proposes integration and extension (by adding education for sustainable entrepreneurship) of the theory of planned behavior and entrepreneurial event model in learning about students’ intentions to engage in sustainable entrepreneurship.
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Aamir Hassan, Imran Saleem, Imran Anwar and Syed Abid Hussain
The purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students…
Abstract
Purpose
The purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students. This paper also examines the moderating role of entrepreneurship education and gender on the opportunity recognition–intention and self-efficacy–intention relationships.
Design/methodology/approach
The data were collected through a comprehensive questionnaire from 334 students having business and management background. Confirmatory factor analysis was used to ensure the reliability and validity of all the constructs, and structural equation modeling was used to test the proposed hypotheses.
Findings
This study unveils three important findings. First, opportunity recognition and self-efficacy both show a significant positive impact on the entrepreneurial intention of students. Second, education positively moderates “self-efficacy–intention relationship”, and third, gender negatively moderates “opportunity recognition–intention” and “self-efficacy–intention” relationships.
Research limitations/implications
This study has been carried out using a sample of students from only one university, and the study included only business and management background students. Similar studies can be conducted by adding more motivational and contextual factors with an increased sample size of students having different educational backgrounds.
Practical implications
This study provides pragmatic support to formulate new educational initiatives that can support students in their present or future entrepreneurial projects.
Originality/value
This study adds to the scarce literature on opportunity recognition and entrepreneurial intention and also highlights the moderating role of entrepreneurship education and gender on opportunity recognition–intention and entrepreneurial self-efficacy–intention relationships.
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Alex Maritz, Quan Nguyen and Sergey Ivanov
Despite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative…
Abstract
Purpose
Despite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.
Design/methodology/approach
Adopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.
Findings
The findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.
Research limitations/implications
The narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.
Practical implications
The findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.
Social implications
From social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.
Originality/value
This is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.
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Muhammad Awais Bhatti, Mohammed A Al Doghan, Suzanie Adina Mat Saat, Ariff Syah Juhari and Mohammed Alshagawi
Researchers have been trying to identify different psychological attributes which influence entrepreneurial intention (EI) and role of entrepreneurial education and training…
Abstract
Purpose
Researchers 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/approach
A 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.
Findings
Entrepreneurial 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/value
Previous 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.
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There is a constant need to produce more entrepreneurial graduates from higher education institutions. This paper aims to present and discuss several successful cases of…
Abstract
Purpose
There is a constant need to produce more entrepreneurial graduates from higher education institutions. This paper aims to present and discuss several successful cases of entrepreneurial learning environments in order to suggest some important aspects that higher education institutions should consider.
Design/methodology/approach
The paper presents a literature review and four previously published case studies. These are used for suggesting a hypothesis for further study.
Findings
The pedagogical challenge is that entrepreneurial competencies are more holistic and psychologically oriented than traditional subject‐matter skills. Entrepreneurial skills are learned via pragmatic real life development projects. The paper presents several successful cases of entrepreneurial education programmes in higher education institutions. It proposes an entrepreneurial learning cycle that supports the development of entrepreneurial competencies.
Research limitations/implications
The evidence presented is case‐based, and the actual results are very difficult to measure. Further large‐scale research is needed to verify or falsify the hypothesis.
Originality/value
Entrepreneurial education in higher education institutions should be fully reviewed and changed. Clear goals should be set regarding the development of graduates who are more entrepreneurially oriented. Furthermore, the educational process will require much restructuring to enhance skill development for entrepreneurship.
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