Search results

This study investigates the distribution, integration and practices of university accelerators in higher education institutions of a developing country. Next, this study proposes a pedagogic mode that combines theoretical and experiential learning to enhance higher education institutions’ ability to co-create and deliver an entrepreneurial learning environment for its students, graduates, and academic staff.

This study applied a multi-methods design. The quantitative design collected secondary data of entrepreneurship education programmes and university accelerators by browsing websites of 39 Malaysian higher education institutions in June 2023. The qualitative design collected primary data in the form of narratives of practices of university accelerators and secondary data in the form of descriptions of practices of university accelerators from selected exemplar entrepreneurial universities.

Twenty-five higher education institutions, consisting of 15 public higher education institutions and 10 private higher education institutions, have some form of university accelerator initiatives. However, there is a lack of evidence to suggest integration of entrepreneurship education programmes and university accelerators in Malaysian higher education institutions, with the exception of a few higher education institutions. Lastly, this study found heterogeneity in the characteristics and outcomes of different university accelerators in Malaysian higher education institutions.

This study is exploratory and subjected to the availability and accuracy of published information on the websites and in the reports of Malaysian higher education institutions surveyed.

This study contextualises university accelerators in a developing country where this type of research is scarce and contributes to the body of knowledge by replicating prior empirical analyses.

This paper sets out to apply practically the constructs of the entrepreneurial performance training model to three different training interventions, known as the business start‐up, basic entrepreneurship, and advanced entrepreneurship programmes. Furthermore, the paper aims to measure the business performance indicators and skills transfer that took place after the training interventions.

Quantitative research was conducted, using three validated research questionnaires. The research design consists of a pre‐test, post‐test and post‐post test (ten weeks after the training interventions took place). Factor analysis was done, descriptive statistics arising from opinions and expressions are presented and statistical tests such as the Chi‐square test and ANOVA provide inferential statistics.

The business performance indicators improved for all three training groups after they attended the training interventions. Furthermore, it was proved that skills transfer took place after the respondents attended the training interventions.

The training groups can be measured again after 18 months of three years to really determine the impact of the training interventions. The results of the three training programmes can be compared to see whether the basic entrepreneurship groups gained more skills and their business performance indicators increased more than the business start‐up or advanced entrepreneurship programmes.

The outcomes and implications of this research paper emphasise that it is imperative to design training programmes based on training models that have been tested. This paper highlights some aspects of how constructs used within the training models can be tested.

The entrepreneurial performance‐training model was practically applied and provides a set of expectations for other entrepreneurship models as well as presenting a benchmark against which programme performance can be measured. A unique teaching methodology is portrayed that contributes to the overall effectiveness of the training model.

This paper focuses on the comparison of two models for entrepreneurial education with the aim of potential integration. At this juncture when entrepreneurial development is seen as the core contributor to enhance start‐ups of new ventures and hence facilitate economic growth and development, the best possible education model is required. The creation of more entrepreneurs is at least partially dependent on the creation and advancement of efficient educational models.

First, this paper briefly describes the two independently developed models for entrepreneurial education. Second, an in‐depth qualitative analysis of the individual model constructs is presented to evaluate the contributions and limitations of each. Third, this paper proposes an integrated model that identifies certain weaknesses of each of its building‐blocks, which are eliminated by the integration.

The paper concludes that the integrated model for entrepreneurial education enhances the body of knowledge and highlights the key role of facilitators of entrepreneurial education programmes.

Suggests that research should be conducted into the facilitation skills, entrepreneurial and business experience of existing facilitators and potentially those of business advisers that act as mentors.

Entrepreneurship is argued to be a critical driver of economic growth for both individual communities and the nation. Regional scientists, economists, and policy makers underscore the importance of a diverse economy that supports recruitment of new firms, existing firms, and entrepreneurship efforts. However, there remains evidence that many states and localities prefer traditional industrial recruitment efforts and that local and state entrepreneurial efforts may be less coordinated. The paper aims to discuss these issues.

This research explores the commitment and priorities of local and regional developers to entrepreneurial policy and other economic development policy efforts. This study uses a statewide survey to local economic developers and logistic regression to determine the likelihood of local entrepreneurial program efforts across South Carolina.

The model results reveal that the probability of local or regional entrepreneurial development programming is complex and dependent on the type of organization involved in economic development along with other community and state characteristics. However, results further confirm that barriers to entrepreneurship, like access to seed capital, and the influence of perceived alternative policies affect local and regional support of entrepreneurship.

The policy priorities of local economic developers appear to play a significant role in the probability of having local entrepreneurship policy and programs. This confirms that the signals local policymakers receive from the state may impact the programming choices and policy emphasis at the local and regional level. In conclusion, if states want entrepreneurial efforts to be a critical driver of economic growth and development, there must be a coordinated and focused state driver supporting these efforts.

This study evaluates the effectiveness of an enterprise education (social innovation and enterprise) learning programme on the enterprising characteristics among interdisciplinary undergraduate enterprise education students from a general (without considering gender) and gender-specific perspective at a higher education institution in the United Arab Emirates.

Based on a convenience sampling approach, pre- and post-surveys were distributed among 180 undergraduate students from January to April 2019. An independent-samples t-test was utilised to evaluate the impact of enterprise education on students' learning for three sample classifications, which were (1) general or gender-neutral (no gender consideration), (2) male and (3) female.

This study found significant improvements in the enterprising characteristics of students as a result of undertaking the learning programme in enterprise education. There was a greater improvement among female students in comparison to male students. However, contrasts in enterprising enhancement trends between female and male students were recognised. While the greatest improvement for male students were identified in their risk-taking characteristics, for female students, the risk-taking characteristic evidenced the least influence. The differences between the enterprising levels in risk-taking, and locus of control, between male and female students, were prominent post completion of the learning programme.

Considering that a quantitative method of inquiry was adopted to address the dearth of research evaluating the effectiveness of our learning programmes in enterprise education (i.e. social innovation) on students' psychological traits through a gendered lens, qualitative insights could enrich the depth of the research findings. As this study was conducted on a limited number of students at a single university, the results do not claim generalisation to other contexts.

The outcomes of this research deliver valuable insights about the divergent influences of enterprise learning programmes on male and female students. The implications of the study suggest that policymakers and stakeholders should consider gender diversities when designing an effective and equitable entrepreneurship and enterprise learning programme that fosters and stimulates students' enterprising mindset and confidence for both male and female students. The implications are for academics, educational instructors and policymakers.

This study presents a literature review on the impact of entrepreneurship education by focusing on the key enterprising psychological characteristics and educational systems over the last two decades, and illustrates that most studies in the field of entrepreneurship are based on either general (gender-neutral) or gender-specified investigations. This work provides a comparison between these two perspectives in a relatively underexplored region of the UAE and demonstrates that relying solely on gender-neutral analyses hinders the opportunity to enhance and effectively harness females' entrepreneurial potential.

The purpose of this paper is to discuss the measurement of entrepreneurial orientation (EO) in the student population of different academic programmes, in order to enhance entrepreneurship‐related procedures within universities.

A survey‐based tool for measuring EO is presented and used in one university. The answers are explored using statistical methods.

The results show that the survey provides the user with adequate data about EO within student groups. They also demonstrate that while entrepreneurial desire differs between academic programmes, actual EO results do not.

In the paper it is suggested that the new information can be used for developing entrepreneurial courses as well as student selection procedures. Some modifications for the survey, as well as initiation of a wider research programme, are also proposed.

The paper uses a traditional survey for EO in a novel setting, amongst university students. The results create new interesting knowledge about the differences and similarities of the students of different academic programmes.

This paper examines the relationship between government economic development programming and entrepreneurial activity, by examining evidence in Southern California cities. While numerous studies explore this relationship between government institutions and entrepreneurship at the level of countries and states, significant questions remain at the level of city government, and the influence of local government economic development programs on city-level entrepreneurial activity.

This paper uses regression analysis of data from all 215 Southern California cities to decompose the complex relationships between economic development programming and different types of entrepreneurial activity.

Results suggest startups are attracted to cities with higher crime rates, more diversity, and older populations, yet not those with higher levels of economic development programming. There is evidence that some types of economic development programming may influence entrepreneurship, especially for the level of minority-owned businesses.

The paper makes three important contributions to the literature. First, it is among the first to use local (city-level) entrepreneurship as an outcome variable to measure the effect of government economic development programming. Many scholars have instead chosen to look at outcomes relating to general economic growth (e.g. new jobs) rather than outcomes specific to local entrepreneurship. Second, it explores city-wide entrepreneurial activity with respect to numerous measures, such as start-ups, minority and female ownership, and self-employment. Third, it examines the potential influence of economic development programming, both on aggregate and decomposed into economic development program clusters.

The chapter aims to evaluate the effectiveness of the entrepreneurship training programmes implemented in public and private universities in the entity of Guanajuato, located in the central part of Mexico. A simple random sample of 449 students who participated in these programmes was collected. The survey data were statistically analysed to determine if the participants’ capability of agency and the influence of their closest social groups – university, family and regional socioenvironmental – increase the entrepreneurial intentions of university students. Results showed that the capability of agency was directly improved after participation in the programme, while entrepreneurial intentions were indirectly influenced by the institutional and business environment.

Entrepreneurship is a new field of research in Russian higher education. This chapter discusses the emergence of entrepreneurial education in Russian universities by examining their key documents and relevant curricula. Findings indicate that only a few modern Russian universities develop entrepreneurial programmes that contribute to the income of the less funded from research organisations. These programmes are mainly student-paid graduate programmes aimed at providing students with hard skills. The study also addresses factors that influence students’ entrepreneurial intention following the theory of planned behaviour. Beyond attitudes, subjective norms, and perceived behavioural control, a new contextual variable of entrepreneurial environment and education significantly impacts intention. This result along with subjective norm influence implies that prospective graduate entrepreneurs in Russia are motivated to venture to contribute to their society. Finally, this study provides recommendations on how Russian universities could empower entrepreneurial education to undertake a substantial role in regional entrepreneurial ecosystem development.

This paper aims to explore a range of conceptual and practical challenges faced in delivering an innovative programme targeted at staff of UK higher Education (HE) and further education (FE) institutions. The two major foci of the programme are: on the pedagogies and organization of knowledge required to provide a true “feel” for the life world, values and ways of behaving of entrepreneurs in very different academic disciplinary contexts; and on strategically and operationally making things happen in the participant institution.

The paper is action research‐focused. Its aim is to explore the validity of a concept of entrepreneurship and entrepreneurship education which is truly interdisciplinary. It tests out in practice a “Mastery” model of an entrepreneurship educator in HE and FE.

The basic structure of the model is found to be appropriate as is its social constructionist view of education upon which it is founded. Importantly it values learning through practice, which may not be a total reflection of what is taught on the programme, equally with the application of programme knowledge.

The conceptual model and resultant programme are arguably unique in their total focus on behaviours in different organizational and disciplinary contexts.