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We discuss the value of a Bachelor’s Degree in Entrepreneurship. We do this in part by responding to some of the most common criticisms for the perceived shortcoming of the degree. Some of the issues addressed include the benefit of a major over a minor; the advantage of experience versus education; and the degree’s effectiveness in preparing students for an entrepreneurial career. We base most of the responses on our experiences at Loyola Marymount University. We conclude by pointing out that the Entrepreneurship degree can serve as a powerful foundation for the right type of students.

Entrepreneurship has become a widely taught subject in universities and business schools. However, only a very small number of studies have investigated the effect of entrepreneurship education. The present research compares the behaviour of business graduates with a major in entrepreneurship and graduates with other majors from a Norwegian business school. The results indicate that graduates with an entrepreneurship major are more likely to start new businesses and have stronger entrepreneurial intentions than other graduates.

This study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.

This study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.

The findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.

The findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.

The findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.

This study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

The purpose of this study is to test the impact of entrepreneurship education on business, engineering and arts and science students using the theory of planned behaviour. The study adopted a pre-test–post-test (time 1, t₁ and time 2, t₂) to measure the change of attitudes and intentions over a period of six months. The participants who took entrepreneurship as a compulsory or elective course within their curriculum are 450 in total. To measure attitude, the subjective norm and perceived behavioural control, the study adopted a measure proposed by Kolvereid (1996b). For the intention to become self-employed, the study adopted a three-item measure of career intention, proposed by Kolvereid (1996b), which captures the intention of an individual to start a business. The results showed that the post-programme mean values of subjective norm, attitude towards self-employment, perceived behavioural control and intention towards self-employment increased in relation to the pre-programme ones. But the mean difference value in all four variables is higher for business students when compared to the other two student groups. Also, t-tests indicated no significant differences between respondents and “incomplete” non-respondents (students who filled the t₁ questionnaire but failed to respond at t₂).

The study adopted a pre-test–post-test (time 1, t₁ and time 2, t₂) to measure the change of attitudes and intentions over a period of six months – one semester. A convenient sample technique has been used. The participants who took entrepreneurship as a compulsory or elective course within their curriculum are 450 in total – 100 (Bharathidasan University, Trichy) from business, 100 (National Institute of Technology, Trichy) from engineering and 250 (Bharathidasan University, Trichy) from art and science). The total 250 arts and science students were selected from four reputed art and science colleges in India where entrepreneurship course is offered either as compulsory or elective course, and due share of 60 was given to each college where the total number of students in the final year was 1,000 to 1,500 in each college. The 100 engineering students were selected from one reputed engineering college where the total number of final year students was 750. Finally, 100 business students were selected from two reputed business schools where the number of final year students was 600. All the students from arts and science and engineering were soon-to-graduate undergraduates and business students were soon-to-graduate postgraduates. It was clearly explained to the surveyed students that the questionnaires were for research purposes only, participation was voluntary and their views would not affect their grades. Both time 1 (t₁) and time 2 (t₂) questionnaires were reviewed by three academics and five non-participating students to ensure clarity of wording and face validity of the constructs.

The overall response rate was 55.3 per cent. The mean and standard deviation of variables, attitude towards self-employment, subjective norm, perceived behavioural control and intention towards self-employment for the samples of business students, engineering students and arts and science students are presented in . To test the hypothesis, the present study used the following tests: Correlation (Tables III-V) and regression (Table VI) to test the relationship between attitudes and intention at t₁ and t₂. To test the effect of the programme on the change of attitudes and intentions, the current study used one-way ANOVA on the difference scores (for sample of business, engineering and arts and science) with the group membership (programme) as the independent variable. The “difference scores” method is preferable to split-plot repeated measures ANOVA for pre-test–post-test designs, because it gives equivalent results in a simpler and less confusing way (Girden, 1992). No significant violations of the assumptions for t-test, repeated measured ANOVA and regression were identified. Specifically, the common problem of multicollinearity was not evident for all the three majors of students, as the correlations between independent variables were moderate and the tolerance values were all higher than 0.70 for business group, 0.72 for engineering group and 0.73 for arts and science group.

The study aimed to address the attitudes and intentions among business, engineering students and art and science students, but not actual behaviour, and therefore, the study echoes the suggestion that longitudinal studies following the subjects for years after graduation are the only way to prove with accuracy the intention–behaviour link (Kolvereid, 1996b). The study is a comparative study on the effect of entrepreneurship education through the Azjen’s theory of planned behaviour on the scores of variable attitudes towards self-employment, subjective norms, perceived behavioural control and intention towards self-employment and has not made any attempt to find out the causes for such scores.

Using the theory of planned behaviour, the study tested the impact of entrepreneurship education on business, engineering and arts and science students. The study adopted a pre-test–post-test (time 1, t₁ and time 2, t₂) to measure the change of attitudes and intentions over a period of six months. The participants who took entrepreneurship as a compulsory or elective course within their curriculum are in total 450. To measure attitude, the subjective norm and perceived behavioural control, the study adopted a measure proposed by Kolvereid (1996b). For the intention of becoming self-employed, the study adopted a three-item measure of career intention, proposed by Kolvereid (1996b), which captures the intention of an individual to start a business. The results showed that the post-programme mean values of subjective norm, attitude towards self-employment, perceived behavioural control and intention towards self-employment increased in relation to the pre-programme ones. But the mean difference value in all four variables is higher for business students when compared to the other two student groups.

The purpose of this paper is to explore the impact of common undergraduate entrepreneurship classroom activities on students’ motivational processes related to entrepreneurial careers.

In total, 700 undergraduate students from a variety of majors at a large midwestern university in the USA were invited to take a web-based survey. They were asked to indicate which experiential activities they would participate/were participating in as part of their program.

The findings show that students’ entrepreneurial self-efficacy (ESE) is a driving force in classroom activities enhancing students’ intentions. However, the authors also found that the type of classroom activities that are common in entrepreneurship education negatively impact students’ ESE.

The generalizability is limited to the US region and the link from intention to behavior goes untested, but results strongly supported the adoption of social cognitive career theory to the entrepreneurship domain.

This study lends support to the argument that promoting the learning process in entrepreneurship education should focus on real-world experience, action, and reflective processes to engage students in authentic learning, which should lead to greater entrepreneurial abilities and propensity, and eventually to enhanced entrepreneurial performance, which benefits individuals and societies.

This study suggests that the goals and pedagogical approaches to teaching entrepreneurship are issues that educators may need to revisit and update if the economic benefits of entrepreneurship are to be fully realized.

While the relationship between entrepreneurship education and entrepreneurship activity is well documented in extant literature, this study found that activities that are common in entrepreneurship education may negatively impact students’ ESE and need to be further explored.

Entrepreneurial education is the process of providing individuals with the ability to recognise commercial opportunities and the insight, self‐esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercialising a concept, marshalling resources in the face of risk, and initiating a business venture. It also includes instruction in traditional business disciplines such as management, marketing, information systems and finance. The purpose of this paper is to describe the design and introduction of a new programme in entrepreneurship at the University of Tasmania. Within this programme the process and responsibility of learning has largely been reversed through the process of student centred learning. This method of learning represents a challenging departure from traditional mainstream teaching practices. In considering the benefits achievable from this teaching method, this paper also considers the difficulties in transferring increased responsibility to students to manage their futures.

Contemporary entrepreneurial education (EE) has global reach and impact, with a growing number of entrepreneurship courses, specializations, and degrees in all parts of the world. There is no longer a question of the significance and demand for EE in the higher education system. At the same time, the interest in scientific knowledge and proven experience of “what works” has accelerated, resulting in a rapid growth in the number of scholars and research-based publications conversing vividly about the field. This chapter elaborates on the historical evolution of EE as a scholarly field. First, an overview of important milestones and major events that shaped the field is provided. Second, by focusing on the development over the last three decades, the authors present an overview of the advances that have occurred within the field in terms of practice, social, and research-based aspects. The historical review shows how EE began in, but gradually separated from entrepreneurship as a field, which can be observed in the development of research outlets, meeting places, and teaching practice. Consequently, this historical review can serve as a point of departure for showing how the field has emerged and how knowledge has been developed and accumulated over time. The authors believe that this review can be helpful for scholars, particularly new entrants such as PhD students and other scholars entering the EE field, to learn from and contextualize their own research-based historical insight.

At its essence, entrepreneurship has the potential to empower and to transform. The key to both individual and organizational prosperity in a dynamic, threatening and complex world is the ability to think and act in more entrepreneurial ways. A new wave of economic development is sweeping the world, with entrepreneurship and innovation as the primary catalysts. Within the world of education, it can be argued that the at-risk student is the one not prepared for this entrepreneurial age. While every student has the potential, most lack the knowledge, attitudes, skills, and capabilities that define entrepreneurial competence. Over these past four decades, entrepreneurship has grown within universities faster than virtually any other area of intellectual pursuit. And it appears that the pace is accelerating with more universities seeking to develop programs and centers focused on entrepreneurship. Yet, understanding how to build entrepreneurship programs that empower and transform has remained challenging for some institutions. In this chapter, we investigate the development of entrepreneurship programs in universities. More specifically we contend that they should be created for empowerment and transformation across the campus. We describe some of the most common structural forms, outline the different degree programs, and emphasize the empowering and transforming effects of these programs for all the stakeholders of a university.

In 2023, the New England Journal of Entrepreneurship (NEJE) reached its 25th anniversary. To commemorate this major milestone as well as entrepreneurship’s growth as an academic field, the study employs bibliometric methods to provide key trends and research suggestions for entrepreneurship scholars using all original research published in the journal.

The authors perform two predominant bibliometric techniques, performance analysis and science mapping, using all 251 articles published by NEJE from 1998 to 2022.

The authors find that the impact of entrepreneurship research published at NEJE is growing consistently and that the challenge of the future will be to maintain this growth in tandem with greater publication productivity. The authors also find that although most contributions come from authors affiliated with institutions in the USA, there is a global representation from authors who have published in NEJE. Further, the authors found that the major entrepreneurship research themes of articles published in NEJE revolve around general entrepreneurship, entrepreneurial behavior, gender, technology, entrepreneurship education, innovation and value creation and sustainability.

The analysis is restricted to articles published in NEJE and therefore may not be representative of the entrepreneurship field. However, it can serve as a useful resource, particularly for prospective NEJE authors, to gain empirical insights about entrepreneurship research trends and rising topics of interest.

The authors’ work represents the first effort to synthesize research published in NEJE through bibliometric techniques and offers insights about important trends and themes in this rising outlet of the entrepreneurship field.

The purpose of this paper is to explore and evaluate entrepreneurship education in public universities in Ethiopia.

The study is based on the data obtained from 16 public universities in the country. The undergraduate curriculum of each university was examined to understand the departments in which entrepreneurship course(s) is/are offered. The syllabus for entrepreneurship course was examined to understand the focus areas and objectives of the entrepreneurship education. A questionnaire based on the literature was used to gather information about the background of entrepreneurship instructors, the teaching and evaluation methods employed in entrepreneurship courses.

The results show that entrepreneurship education is in its early phase of development in Ethiopian public universities. Entrepreneurship education was mainly offered in business schools and agricultural colleges, though recently it started to be included in the curricula of other schools too, mainly technology institutes/colleges. Traditional teaching and evaluation methods are dominant in teaching and assessing entrepreneurship courses in Ethiopian universities. Ethiopian public universities are also characterized by a dearth of entrepreneurship promotion centers.

The study is based on the analysis of curricula and course syllabi and the evaluation of academic staff involved in teaching of entrepreneurship. The study would have been more complete had it included the perception of students.

The findings suggest the need for incorporating entrepreneurship education in all disciplines and the need to further improve the teaching and evaluation methods utilized in the courses. The findings also suggest the need to enhance the capacity of academic staff involved in teaching entrepreneurship.

The paper is the first to examine the state of entrepreneurship education in Ethiopian public universities in a detailed way.