Without question, the global spread of COVID-19 poses a challenge to the higher education landscape at a magnitude we have not seen since the emergence of technology supported and online instruction. ...The impact of this hits entrepreneurship education classrooms especially hard. Thus, in this editorial, we discuss how the pandemic is impacting entrepreneurship education globally and call for additional scholarship and the development of additional resources for online entrepreneurship education.
Despite the global popularity of entrepreneurship education in higher education, concerns persist about its heterogeneous, broad, and ambiguous objectives and curricula. Many research studies and ...papers have highlighted these weaknesses and offered remedies for addressing them. Not much is known about how teachers (who are their primary interpreters and users) actually experience the objectives and curricula. This study addresses this gap by exploring teachers’ lived experiences of the entrepreneurship education objectives and curricula for insights regarding their nature from the perspective of teachers in order to identify more appropriate solutions to enhance them. Adopting the qualitative single case study research approach, primary data was collected from face-to-face interviews with four teachers at a Ghanaian institution offering entrepreneurship education. The data was supplemented by secondary data from course study documents and then analysed using the interpretive and case study analysis methods. The findings indicate that (1) teachers perceive the entrepreneurship education objectives and curricula as heterogeneous, broad, and ambiguous, (2) this placed certain limitations on teaching and learning, and (3) despite their shortcomings, the objectives and curricula were fitting for achieving entrepreneurship education’s broader aims of creating awareness of entrepreneurship, fostering the enterprise culture in students and developing entrepreneurial skills. Teachers indicated that institutional interventions such as continuous teacher education, increased resources, and more credit hours could address the perceived shortcomings. The findings underscore the need for further research on the nature of the objectives and curricula from the lenses of teachers and students in order to enhance policy and practice.
Entrepreneurship education is growing worldwide, but key educational and didactical issues remain. What are we talking about when we talk about entrepreneurship education? What are we really doing ...when we teach or educate people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, the relevancy, the coherency, the social usefulness and the efficiency of our initiatives and practices in entrepreneurship education? Addressing these issues and challenges, this article suggests that at least two major evolutions might reinforce the future of entrepreneurship education. First, we need strong intellectual and conceptual foundations, drawing from the fields of entrepreneurship and education, to strengthen our entrepreneurship courses. And finally, we also need to deeply reflect on our practices, as researchers and educators, taking a more critical stance toward a too often adopted "taken for granted" position.
Although current research highlights the importance of prior exposure to entrepreneurial role models in the decision to start and pursue entrepreneurial careers, the mechanism through which role ...models strengthen entrepreneurial intentions has not been fully understood. Against this background, the current paper investigates the influence of role models, entrepreneurial attitudes and entrepreneurial self-efficacies using a sample of 423 University students in Poland. Through a novel fuzzy-set analysis method, three distinct combinations of the variables under study are found to be most effective for strengthening entrepreneurial intention among university students. By implication, these findings task entrepreneurship educators to concurrently foster the three dimensions in the process of nurturing entrepreneurial careers within their student body.
•Multiple paths lead to entrepreneurial intentions.•Positive attitudes towards entrepreneurship necessary for high entrepreneurial intention.•Absence of role models leads to low entrepreneurial intention.•The interplay of roles models, attitudes and ESE increases intentions the most.
This article tests the model proposed by Mair and Noboa (2006) who identify four antecedents which they suggest predict social entrepreneurial intentions. The study extends the model by including ...prior experience with social problems as an additional variable. Findings show that prior experience predicts social entrepreneurial intentions. This effect is mediated by the antecedents suggested by Mair and Noboa. Social entrepreneurial self–efficacy has both the largest impact on intentions as well as being itself most responsive to prior experience. Lastly, the study shows that the amount of optional social entrepreneurship electives students enroll in is predicted by social entrepreneurial intentions.
This editorial discusses contemporary entrepreneurship education research and identifies the manner in which the three articles comprising this special issue contribute to advancing the theoretical ...and methodological foundations of the field. In so doing we seek to describe how and why entrepreneurship education research may struggle for legitimacy along with the complexities of working in this field. This special issue raises questions about entrepreneurship education research and, through the featured articles provides some responses. This special issue itself, however, is presented as part of an ongoing discussion about the nature and role of entrepreneurship education more widely and is intended to provoke further critical engagement and stimulate theoretical and methodological development.
Entrepreneurship has played an essential role in economic prosperity and social stability of many developed countries. India has the highest percentage of young population in the world and faces ...massive challenges with its high levels of unemployment among the youth. The unemployment scenario primarily due to lack of skill and entrepreneurial awareness among youth. The objectives of this study were to (1) examine the cognitive, affective, and behavioural components of students’ attitude towards entrepreneurship education in Indian universities/colleges, (2) measuring the impact of students' attitude towards entrepreneurship education on entrepreneurial intention (3) examine the role of control variables (e.g. gender and entrepreneurial family background), on the relationship between attitude towards entrepreneurship education and entrepreneurial intention. The respondents were students from different business management colleges/universities in central India. Purposive sampling technique was used in the selection of the colleges/universities, while simple random sampling was employed in the selection of the respondents. Data from five hundred nine filled questionnaire were analysed using ‘R Programing Language’ to obtain the results. The results showed a significant positive impact of attitude towards entrepreneurship education on entrepreneurial intention.
•This study presented an approach to understanding the entrepreneurial intention among management students.•Positive attitude towards entrepreneurship education impacted profoundly on entrepreneurial intention.•The entrepreneurial environment is positively influenced the entrepreneurial intention.•Family background plays a vital role in entrepreneurial intention.
PDF
