Search results

Having a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.

We reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.

We synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.

Our framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.

This study aims to test the impact of digital skills on the entrepreneurial intentions of last-year undergraduate students in Jordanian universities, especially after the Coronavirus disease pandemic and the digital transformation in education and business patterns. In addition, it aims to assess the role of entrepreneurial alertness as a mediator and entrepreneurship education as a moderator in the relationship between the independent and dependent variables.

The quantitative study used a questionnaire distributed to 401 students from different Jordanian universities. The data was collected over 2 months and two structural equation models were developed using AMOS 25 to examine the relationship.

A significant negative relationship was found between digital skills and entrepreneurial intentions of last-year undergraduate students in Jordanian universities post-coronavirus disease 2019 (COVID-19) pandemic. A fully mediating role of the alertness variable has appeared in addition to a significant moderating role of entrepreneurship education.

This is the first study that attempts to investigate the impact of digital skills on students' entrepreneurial intentions in Jordan after the COVID-19 pandemic, In addition, it is one of the few studies that assess the mediator's and moderator's effects on the same conditions. Finally, the study provided a review of the definitions and models used as part of the contribution to upcoming reviews.

Entrepreneurship Education (EE) has received substantial attention, both in the popular press, as well as in academia, owing to the socio-economic impact it holds. However, while the importance of entrepreneurship is universally acknowledged, specific higher-order outcomes EE aim to achieve have not received the same level of attention. This study aims to fill this void by analysing teaching and learning approaches to EE in Africa, as well as the competencies that these EE initiatives aim to build. The study makes use of a qualitative research approach in the form of a systematic review of EE studies conducted in Africa. The systematic review aimed to uncover which approaches and competencies EE initiatives apply. Results indicated that teaching and learning of EE in Africa are mainly focussed on learning for and about entrepreneurship, and to a lesser degree through entrepreneurship. The study therefore proposes the development of higher-order competencies in the form of envisioning and constructing. The study contributes in practice by proposing a shift in the approach to EE by building competencies in the areas of visionary thinking and market expansion, rather than gaining market share. The study also makes a theoretical contribution by critically reviewing teaching and learning approaches on EE and developed competencies, and expands the role that EE can play in market development and opportunity creation.

The research aims to investigate the changing skills required for international entrepreneurship (IE) and the awareness of these skills among students and professionals in four European countries. The study intends to investigate students' and professionals' perceptions of entrepreneurial skills and the potential for educational programs to improve their awareness of these skills.

This quantitative cross-sectional analysis uses an online questionnaire to collect data from 75 university students and 75 entrepreneurs in four European countries. Several tests validate the data, and Cronbach's alpha succeeded in measuring internal consistency. The results showed differences in the perception of skills between students and entrepreneurs.

Entrepreneurs had developed all competencies except access to finance, while students had lower perceptions of their skills, except for collaboration. Students needed to improve significantly in access to finance, business planning, financial skills, knowledge of the labour market and digital marketing. Practitioners only required significant improvement in access to finance and digital marketing.

Education programs should fit the needs of different groups: a broader program for students and more specific courses on access to finance and digital marketing for practitioners.

The present research's original feature highlights the need to monitor and adapt to the constantly changing skills for IE and the importance of hard and soft skills. The paper provides insights into the subject's awareness and perceived standard, with reflections for policymakers and practitioners.

Entrepreneurship education is being taught to undergraduates in tertiary institutions and fresh graduates in youth programmes to encourage start-ups and create employment as a strategy to stem youth unemployment. As such, entrepreneurship education programmes are expected to include rigorous processes of programme design, implementation and evaluation so as to achieve changes in behaviour, attitude and action of participants measureable in terms of start-up and jobs created. Two entrepreneurship education programmes implemented in Nigeria are evaluated to ascertain the level of effectiveness in design, implementation and evaluation and the outcomes in terms of start-ups and employment created. Research methods adopted in the two programmes combine observation techniques with content analyses, action research in case study and focus group interviews. In addition, test-retest techniques in a quasi-experimental design, with a structured questionnaire is adopted in programme number two only. The findings are that while it is suspected that the design stage is jumped in programme number one, in programme two, the design is poorly done. Implementation is ineffective in the two programmes because objectives did not arise from programme design as they ought to and evaluation methods are inappropriate and so ineffective. The recommendations include review of the design of the two programmes to generate appropriate and measurable objectives; adopting implementation strategies that will achieve the measurable objectives generated from revised programme designs and adopting appropriate evaluation techniques that has capacity to measure outcomes and impact in addition to outputs.

The purpose of this study is to establish whether all the dimensions of entrepreneurship skills matter for sustainable business start-up among the youths, using evidence from a developing economy.

This was cross-sectional study which utilized a quantitative approach. Data were collected using a self-administered questionnaire from 254 youths who undertook skills training at the various government-supported business skills training centers in the Greater Kampala Metropolitan Area (GKMA), that is to say, Kampala, Mukono and Wakiso. Data collected were analyzed using the Statistical Package for the Social Sciences (SPSS) to derive descriptive, correlational and hierarchical regression.

Study findings indicate that unlike entrepreneurial skills, management, technical and personal maturity skills matter for the sustainability of business start-up of youths in Uganda. However, when all skills are compared, management skills matter most as compared to technical and personal maturity skills.

This study strengthens the existing literature on the sustainable business start-up of youths in Uganda. It is also relevant for policy decision-making and policy reversal because it demonstrates that skilling is pertinent and should be encouraged and rolled out across the country to encourage sustainable youth business start-ups. To increase sustainable business start-up among youths, management skills should be prioritized, together with technical and personal maturity skills, compared to entrepreneurial skills, which should only be emphasized at the idea generation, planning, resource mobilization and business implementation stages.

This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching.

The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching.

Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students.

The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.

The purpose of this study is to explore the role of entrepreneurial skills and entrepreneurial education on students’ intention to become entrepreneurs through the theory of planned behaviour and the mediating effect of subjective norms on the relationship between entrepreneurial education and students’ entrepreneurial intentions.

A total of 257 students in the Higher Institute of Management at Gabès University participated in this study by means of a questionnaire. The hypotheses were tested using structural equation modeling.

Subjective norm was found to be the strongest predictor of student’s entrepreneurial intentions followed by entrepreneurial skills and entrepreneurial education. Moreover, the findings revealed that the relationship between entrepreneurial education and entrepreneurial intentions was mediated by subjective norm.

It is expected that the findings of this study can help policy makers, researchers and academicians in better understanding the intentions of nascent entrepreneurs.

This study is one of the few studies that have empirically tested the indirect effects of entrepreneurial skills and entrepreneurship education on students’ entrepreneurial intentions using the theory of planned behaviour in developing countries, particularly in Arab countries. The results suggest that subjective norms mediate the relationship between entrepreneurial education and entrepreneurial intentions of students. It is an unexplored issue to date, and helps to understand how and why entrepreneurial intentions emerge.

This study aims to define, classify and interconnect the wide range of known entrepreneurial abilities with terms such as skills, capabilities and competencies, which have been used inconsistently within the entrepreneurial field.

This investigation is based on a systematic literature review and strengthened by a meta-analysis equipped with a bibliometric study to assist the generation of outcomes with a quantitative investigation.

This study proposes an evolving entrepreneurial ability model which interconnects genetic and acquired skill types, capabilities and competencies and is equipped with an Entrepreneurial Skills Map essential to operate in the 21st century.

The proposed model is specific to the entrepreneurial field.

This study supports universities and government agencies for the development of educational programs to prepare current and future entrepreneurs to match the changes in the new environment that has emerged with the COVID-19 pandemic.

This research contributes to the entrepreneurship research domain by shedding light on the inconsistent use of non-standardised terminologies and providing an entrepreneurial model and updated skills map to guide scholars to frame research in the post-COVID era with more clarity.

Entrepreneurship is one of the pillars of economic development and helps to green the economy. This study investigates the factors that affect green entrepreneurship (GE) in small- and medium-sized enterprises (SMEs) in Saudi Arabia.

Using quantitative modes, this study's findings are based on 334 valid cases from Saudi Arabian SME employees.

Using path analysis, this study’s findings reveal that green entrepreneurial skills (GES), green opportunities (GOs), entrepreneurial motivation (EM), green incentives (GIs), availability of capital (AoC) and green entrepreneurial self-efficacy (GESE) have positive and significant effects on GE. Moreover, GESE mediates GE's relationships with GES, GOs, EM, GIs and AoC.

This study's findings support the development of green business practices in terms of green business planning, training and skills. The research provides opportunities for green businesses. Policymakers and SME authorities would benefit from this study's findings in producing green goods and services.

This study empirically confirms the role of various factors such as GESE and GE among Saudi Arabian SMEs.